tag:blogger.com,1999:blog-50876249770152539942024-02-21T10:41:17.017+01:00NUOVA DIDATTICALa didattica del terzo millennio. Dai Sumeri ad oggi. 4 cervelli e 9 intelligenze non bastano?Gabryhttp://www.blogger.com/profile/09577347778861108122noreply@blogger.comBlogger58125tag:blogger.com,1999:blog-5087624977015253994.post-3118704590978196132013-01-20T20:39:00.002+01:002013-01-20T20:43:21.906+01:00Tutto quello che c’è da fare per la scuola
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ROSSI-DORIA</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">La Stampa</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Caro Direttore, in questi giorni sento una fortissima urgenza: che si parli
di scuola, di com’è, di come deve diventare. E sogno una campagna elettorale
che sappia farlo. In modo positivo e dunque riparativo e innovativo. E
rispettoso, dunque partendo da quel che già si fa. Quando sono stato chiamato a
fare il </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">sottosegretario all’Istruzione</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> avevo appena finito un’inchiesta per La
Stampa, a più puntate, in cui avevo intervistato docenti e dirigenti</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">di tante
scuole. Emergeva una scuola competente e battagliera.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Che s’interroga sul futuro educativo del Paese. E che innova nonostante le
difficoltà. Cose concrete… Come abbiamo messo su un laboratorio scientifico.
Come ho fatto fare volontariato ai ragazzi del mio liceo. Come abbiamo messo
intorno a un tavolo genitori e insegnanti in modo da condividere un’idea
educativa, ciascuno facendo la sua parte anziché rimpallarsi le colpe. Come uso
la </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">lavagna
multimediale</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> imparando io, a mia volta, dai miei alunni. Come porto i bambini a leggere
le costellazioni nel cielo. Come metto su un’orchestra o una compagnia che
recita in un teatro vero. Come consolido bene l’Italiano e la matematica in un
quartiere di periferia.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
<div class="MsoNormal" style="background: #EFEFEF; line-height: normal; margin-bottom: 11.25pt; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Dopo un anno nel quale ho incontrato oltre cento scuole girando dal Nord al Sud
e dove, certo, ho visto scuole in difficoltà che chiedevano aiuto, ho
soprattutto avuto la conferma che esiste questo grande, <span style="background: yellow; mso-highlight: yellow;">prezioso esercito civile di
gente capace di misurarsi con nuovi modi di apprendere.</span> E anche capace
di valutare il proprio operato sulla base dei risultati, come si fa in tutto il
mondo. Così, mi sono ulteriormente convinto che chiunque governerà questo Paese
deve poterne sostenere l’azione quotidiana, per davvero. Ho anche fatto i conti
con i grandi numeri, che sanno dire molto. <span style="background: yellow; mso-highlight: yellow;">Eccone alcuni, di segno anche diverso.</span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
<div class="MsoNormal" style="background: #EFEFEF; line-height: normal; margin-bottom: 11.25pt; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Noi integriamo ogni giorno nelle nostre classi, in modo sereno e serio, </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">200 mila
bambini e ragazzi con disabilità. </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Nessun altro Paese lo fa da così tanti
anni. E oggi finalmente capita che altre <span style="background: yellow; mso-highlight: yellow;">grandi nazioni ci guardino con ammirazione, pensando di
volerci imitare.</span> Tanto siamo avanti che una delegazione del governo
francese è venuta e mi ha chiesto: come fate a fare una cosa così importante, i
primi tra i paesi OCSE, da 30 anni? Accogliamo, poi, </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">750 mila
bambini e ragazzi stranieri.</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> Parlano italiano ormai come prima lingua, lavorano per raggiungere gli
obiettivi curricolari in tutte le discipline insieme ai nostri figli;
diventeranno – presto, si spera – i loro</span></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhgm9h0AtU0KLHDKik_3Xed16Qx-gbv4E6h5Ad8cQacK3lJyBXTX4EFVflO7yZV5elcBU4YlcX0AytqOw_p3pvjukXiwa5uNxhXeSmD96i1t_uYx39we7rMngiXN065aTJA__U91_Yug/s1600/dante.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhgm9h0AtU0KLHDKik_3Xed16Qx-gbv4E6h5Ad8cQacK3lJyBXTX4EFVflO7yZV5elcBU4YlcX0AytqOw_p3pvjukXiwa5uNxhXeSmD96i1t_uYx39we7rMngiXN065aTJA__U91_Yug/s1600/dante.jpg" /></a>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
<div class="MsoNormal" style="background: #EFEFEF; line-height: normal; margin-bottom: 11.25pt; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">concittadini a tutti gli effetti. Un
signore che ha un banco in un mercato di Roma, che si chiama Mustafà, mi ha
detto: «il vero porto che mi ha <span style="background: yellow; mso-highlight: yellow;">accolto sono state le maestre dei miei tre figli</span> nelle vostre
belle scuole».<br />
Ma è pur vero che la maggior parte </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">dei 40 mila edifici nei quali</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> vivono ogni
mattina i nostri figli hanno <span style="background: yellow; mso-highlight: yellow;">cinquant’anni
e passa.</span> Molti hanno avuto buoni interventi, molti no; e pochi sono
ecosostenibili. Un noto economista quando gli ho chiesto «senti, ma, anche al
di là della urgenza civile,</span></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjF4lgU2DF_qudW2U7HaTTT9mI6HTtA32d5wHrNs1m2nThfCa_CDivbAH7QHk5p0PGSRZALj29rGGXyYGLtLtCOysXv1kDyJSjiYqtWz33n93BZCEKYHYDvtGaaxn7j-bZhfr1vE8hmjg/s1600/mafalda+scuola.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjF4lgU2DF_qudW2U7HaTTT9mI6HTtA32d5wHrNs1m2nThfCa_CDivbAH7QHk5p0PGSRZALj29rGGXyYGLtLtCOysXv1kDyJSjiYqtWz33n93BZCEKYHYDvtGaaxn7j-bZhfr1vE8hmjg/s1600/mafalda+scuola.jpg" /></a>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
<div class="MsoNormal" style="background: #EFEFEF; line-height: normal; margin-bottom: 11.25pt; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">nell’ottica della ripresa economica, conviene
investire in questa storia?» - mi ha mostrato perché la <span style="background: yellow; mso-highlight: yellow;">risposta non può che essere «sì».</span> Poi,
troppi bambini e ragazzi imparano troppo poco e il </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">18,3 percento</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> di loro, quasi
sempre </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">figli di poveri</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, non raggiungono una <span style="background: yellow; mso-highlight: yellow;">qualifica
professionale</span> né un <span style="background: yellow; mso-highlight: yellow;">diploma
di scuola superiore</span>. Sono scandalosamente troppi. Dobbiamo migliorare
presto gli apprendimenti di tutti e di ciascuno e battere la dispersione
scolastica. Nel Sud abbiamo iniziato a costruire una </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">rete di scuole
che si dedicano a questo. </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Ma ci vorrà costanza e dobbiamo estendere l’impegno ovunque. Vorrei, ora,
dire la cosa più importante, in modo pacato. La scuola italiana è stata
indebolita da un </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">disinvestimento culturale e politico che si è tradotto in tagli per 8,4
miliardi di euro nel triennio 2008-2011.</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> E’ una somma enorme,</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZUmHdBknAdLMfxOzGtCjKGvwg0jJOx2S4Gz-aZ_vE86ah5reapYUIHYe96l-m2HjwGPVYz2yK_8lWXXTeJO6kLZ5PryDVs3kxa100ax99HdsWWNLZYsJLILodYjdFZ8CB1AGhwYy32Q/s1600/Nuocegravementealcervello.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZUmHdBknAdLMfxOzGtCjKGvwg0jJOx2S4Gz-aZ_vE86ah5reapYUIHYe96l-m2HjwGPVYz2yK_8lWXXTeJO6kLZ5PryDVs3kxa100ax99HdsWWNLZYsJLILodYjdFZ8CB1AGhwYy32Q/s1600/Nuocegravementealcervello.jpg" /></a>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">che ha intaccato da
allora le risorse correnti. Quando, tra qualche anno, si studierà questa cosa,
ci si troverà dinanzi a una vera e propria cesura nella storia d’Italia.
Infatti, né in tempi di penuria economica, come </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">all’avvio dello Stato unitario, </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">né </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">durante le
guerre</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, né nei </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">periodi di crisi</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> e di </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">ricostruzione</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> si erano tolti
così tanti soldi <span style="background: yellow; mso-highlight: yellow;">al
sistema d’istruzione</span>. E ci si domanderà perché è avvenuto e soprattutto
perché è avvenuto in assoluta controtendenza con il </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">pensiero
economico, sia di ispirazione socialdemocratica che liberale,</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> che
riconoscono nell’istruzione - oltre che il principale fattore di tenuta della
coesione sociale e di discriminazione positiva a favore di chi parte con meno
nella vita la</span></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipwzNUeJ9xsiCAZ4868Txfob541W-OW_lceG7z1Lzemohc-a02ZruuazAbO09OJa-79wi9XvqHqSJS4K9X3BUhIKIWXd8F3sX6DUIuxRZtc_Th15uGweDnUkHww4J13UQtRT6281WChA/s1600/STANNO-SFASCIANDO-LA-SCUOLA.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipwzNUeJ9xsiCAZ4868Txfob541W-OW_lceG7z1Lzemohc-a02ZruuazAbO09OJa-79wi9XvqHqSJS4K9X3BUhIKIWXd8F3sX6DUIuxRZtc_Th15uGweDnUkHww4J13UQtRT6281WChA/s1600/STANNO-SFASCIANDO-LA-SCUOLA.jpg" /></a>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
<div class="MsoNormal" style="background: #EFEFEF; line-height: normal; margin-bottom: 11.25pt; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">prima leva per la crescita equilibrata e duratura e anche per la
fuoriuscita dalle crisi. Ora è assolutamente vitale riprendere una seria </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">politica di
investimento. </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Ci vuole una stagione capace di produrre un’inversione di tendenza, un
cambio di rotta. Bisogna, infatti, passare dalla logica della spesa a quella
dell’investimento. </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Obama ha nominato gli investimenti per la scuola </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">molte volte nel
suo discorso dopo la vittoria elettorale, e non c’è Paese al mondo che affronti
questa crisi tagliando i <span style="background: yellow; mso-highlight: yellow;">fondi
per il sapere</span>.<br />
Si tratta, insomma, di operare una sostanziale innovazione nel paradigma con il
quale l’Italia guarda alla sua scuola e discutere del come reperire le risorse necessarie.
Significa anche restituire a docenti e alunni la possibilità di guardare al
domani della propria comunità con fiducia e speranza, non doversi trincerare
nella difesa e nel mantenimento di quel che c’è e progettare il futuro
attraverso nuove e più avanzate proposte. </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Ecco perché questa campagna elettorale
deve parlare da subito di scuola.</span></b></div>
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<br /></div>
<br />Gabryhttp://www.blogger.com/profile/09577347778861108122noreply@blogger.com0tag:blogger.com,1999:blog-5087624977015253994.post-384278031641646832013-01-20T20:03:00.001+01:002013-01-20T20:03:31.558+01:00 Scuole, in arrivo altri tagli: a rischio anche il sostegno
<br />
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<b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 28.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT; mso-font-kerning: 18.0pt;"><br /></span></b></div>
<br />
<div style="text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 28.0pt; mso-bidi-font-family: Tahoma; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT; mso-font-kerning: 18.0pt;">Scuole, in arrivo altri tagli: a rischio anche il sostegno</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">La spending
review taglia il fondo per il Miglioramento dell'offerta formativa per
recuperare soldi destinati a finanziare gli scatti d'anzianità dei docenti</span></b></div>
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<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">13/01/2013</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: #4d4d4d; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT; mso-no-proof: yes;"><v:shapetype coordsize="21600,21600" filled="f" id="_x0000_t75" o:preferrelative="t" o:spt="75" path="m@4@5l@4@11@9@11@9@5xe" stroked="f">
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Il Resto del Carlino</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Bologna<br />
<br />
LA SPENDIG review taglia il Mof e il Fis? E allora i presidi tagliano il Pof.
Calembour di sigle per indicare: <span style="background: yellow; mso-highlight: yellow;">navigazione plumbea per le nostre scuole sul fronte dei progetti.</span>
Sia quelli di arricchimento culturale sia (ed è ben peggio) quelli di sostegno
programmati per affiancare gli alunni più fragili come, ad esempio, quelli con
disturbi</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
<div class="MsoNormal" style="background: #EFEFEF; line-height: normal; margin-bottom: 11.25pt; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">dell'apprendimento. Progetti, ma non solo. La scure cade anche sugli </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">incarichi di
staff</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> (dai <span style="background: yellow; mso-highlight: yellow;">vicari ai coordinatori di
commissioni</span>): azzerati. «E' tutto bloccato rivela il preside del liceo
Righi, Domenico Altamura . I progetti non partono (se accade è solo per la
buona volontà degli insegnanti) e le nomine interne, necessarie per far
funzionare una scuola, non sono state</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
<div class="MsoNormal" style="background: #EFEFEF; line-height: normal; margin-bottom: 11.25pt; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">fatte». Il nodo è presto detto: il </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Mof</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> è il </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">fondo per il
miglioramento dell'offerta</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> formativa che sarà potato non meno del 23% (ma si ipotizza fino <span style="background: yellow; mso-highlight: yellow;">al 38%);</span> i soldi
recuperati sono destinati a finanziare gli scatti di anzianità di </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">120mila
professori</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> (in primis quelli del 2011). Il Mof contiene il </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Fis, il fondo
di istituto (</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">già drenato del 30% nell'ultimo anno) da cui i presidi attingono per
sovvenzionare i progetti inseriti nel</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
<div class="MsoNormal" style="background: #EFEFEF; line-height: normal; margin-bottom: 11.25pt; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Piano dell'offerta formativa (appunto il
Pof: la carta d'identità di ogni istituto). Ma anche per <span style="background: yellow; mso-highlight: yellow;">pagare gli stipendi ai supplenti</span>
e <span style="background: yellow; mso-highlight: yellow;">l'integrativo ai vicari</span>
e <span style="background: yellow; mso-highlight: yellow;">ai docenti con funzioni
strumentali.</span> Se a livello nazionale le percentuali della mannaia sono
queste, per la nostra provincia si aggirano sul 30%. «Questo per noi si traduce
in un impoverimento spiega Filomena Massaro, preside dell'istituto comprensivo
12 e</span></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOF8lk8xXsva-b30O0kv7UwVBJl0qzPK7TcPu4_jofz-4HAMtzLlKoM7B1gIhVU9nx9oK1xmpLYXtAXhZLhXDIuol7bRkVYn6pgixtxo3gRl7M20MSKiQzAAbeiZf_mtK7k9M3Dts0dw/s1600/scuole_precarie.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="580" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOF8lk8xXsva-b30O0kv7UwVBJl0qzPK7TcPu4_jofz-4HAMtzLlKoM7B1gIhVU9nx9oK1xmpLYXtAXhZLhXDIuol7bRkVYn6pgixtxo3gRl7M20MSKiQzAAbeiZf_mtK7k9M3Dts0dw/s640/scuole_precarie.jpg" width="640" /></a>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
<div class="MsoNormal" style="background: #EFEFEF; line-height: normal; margin-bottom: 11.25pt; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">componente delle giunta di Asabo, l'associazione delle nostre scuole .
Oltretutto il Fis, pensato per dare forza all'autonomia scolastica, è destinato
per legge proprio ad arricchire l'offerta formativa. </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Se il taglio dovesse
essere confermato, dovremmo fare delle scelte dolorose»</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">. Questo «è un
colpo mortale alla contrattazione di istituto: usano il fondo per la
qualificazione per dequalificare le nostre scuole», obietta Francesca Ruocco,
segretario provinciale Flc Cgil. La scure sul Mof-Fis produce un taglio
«lineare che cade</span></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7jQ1iO2KhpnxTNcXunbbeN3Mizgv0lnJsq5gbNqRFamZpcNiY5ns02fSqa5MiODDX1ydochvXkiDlXpf7swoPwOj3vP2_ctEaYOyvBliMF1ALZvTYjDaIqY3-k2glUXp3yHLJ9lzOVw/s1600/precari-vauro.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7jQ1iO2KhpnxTNcXunbbeN3Mizgv0lnJsq5gbNqRFamZpcNiY5ns02fSqa5MiODDX1ydochvXkiDlXpf7swoPwOj3vP2_ctEaYOyvBliMF1ALZvTYjDaIqY3-k2glUXp3yHLJ9lzOVw/s640/precari-vauro.jpg" width="597" /></a>
</div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
<div class="MsoNormal" style="background: #EFEFEF; line-height: normal; margin-bottom: 11.25pt; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">su tutto», avverte Stefano Mari, preside del circolo
didattico 3 che, in via cautelativa, <span style="background: yellow; mso-highlight: yellow;">ha approvato per ora solo il 60% delle attività.</span> Un salto nel
buio perché il rischio di dover abbassare la percentuale è reale. E il pensiero
del dirigente corre veloce, ad esempio, ai </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">bambini con disturbi specifici di
apprendimento (Dsa)</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> che «non sono coperti' da fondi specifici. Gli insegnanti e gli educatori
che si dedicano a loro si pagano solo con il Fis».</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: Arial; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /></span></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKbxc1penGuNnJIAhTaQICAiUe4K9uoU1H2BIuXePVcPC92rvN8Ze2blAHnV1Rgichk4q2WUc5cVoi_6UmFcFnnvz11IRIYGS0k7PieXRPVf17fzqZ42YUDnCDqMGxN8aubJjGfGFHFA/s1600/tagli+a+scuola.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKbxc1penGuNnJIAhTaQICAiUe4K9uoU1H2BIuXePVcPC92rvN8Ze2blAHnV1Rgichk4q2WUc5cVoi_6UmFcFnnvz11IRIYGS0k7PieXRPVf17fzqZ42YUDnCDqMGxN8aubJjGfGFHFA/s640/tagli+a+scuola.jpg" width="640" /></a><br />Gabryhttp://www.blogger.com/profile/09577347778861108122noreply@blogger.com0tag:blogger.com,1999:blog-5087624977015253994.post-64745239429734274902013-01-13T19:25:00.001+01:002013-01-13T19:25:42.898+01:00Andiamo in pensione?
<br />
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<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 28.0pt;"><br /></span></b></div>
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<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 28.0pt;"><br /></span></b></div>
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<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 28.0pt;"><br /></span></b></div>
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<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 28.0pt;">Andiamo
in pensione?</span></b></div>
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<br /></div>
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<b><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Riceviamo e pubblichiamo da
parte dell’INCA</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">domanda
di pensione</span></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">scadenza
25 gennaio 2013</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">se hai anche
uno solo dei seguenti requisiti: </span></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="color: #3333ff; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">-<span style="mso-spacerun: yes;"> </span>Quota “96”, con almeno 60 anni di età e 35 di
contributi,<span style="mso-spacerun: yes;"> </span>entro il 31/12/2011;</span></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="background: yellow; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-highlight: yellow;">-<span style="mso-spacerun: yes;"> </span>40 anni di
contributi entro il 31/12/2011;</span></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="background: aqua; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-highlight: aqua;">-<span style="mso-spacerun: yes;"> </span>61 anni di età
(donne), 65 anni di età (uomini) con almeno 20 anni di contributi (ridotti a 15
anni se si è prestato servizio prima del 31/12/1992);</span></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="background: lime; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-highlight: lime;">-<span style="mso-spacerun: yes;"> </span>41 anni e 1 mese
di contributi (donne) o 42 anni e 1 mese di<span style="mso-spacerun: yes;">
</span>contributi (uomini) maturati entro il 31 agosto 2013;</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> </span></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="color: #3333ff; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">-<span style="mso-spacerun: yes;"> </span>66 anni e 3 mesi di età (uomini e donne)
entro il 31 dicembre 2013; </span></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="background: yellow; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-highlight: yellow;">-<span style="mso-spacerun: yes;"> </span>57 anni di età e
35 di contributi (solo per le donne) e opti per il sistema contributivo.</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> </span></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">porta il tuo
cedolino paga e il tuo stato di servizio (compressivo di riscatti e ricongiunzioni)
ad una delle sedi FLC-CGIL oppure inviali al seguente indirizzo email <span style="color: #c00000;">ad.demarco@inca.it</span> indicando numero </span></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">di telefono e
indirizzo email dove verrai contattato.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><o:p> </o:p></span></b>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGns0zPBsUkUK1hX5h5DSUByxJDUk82w7vsgG4LEEwbblRZWVotk2o0po_rCULYtDqmy6rC57JbdraALBKO-tb7Az_tK9fuck2A8xlaEbvYD7psY3r8P8Yg7ozpqrDoz9Pb1w3xtfyqg/s1600/problema-pensione+4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGns0zPBsUkUK1hX5h5DSUByxJDUk82w7vsgG4LEEwbblRZWVotk2o0po_rCULYtDqmy6rC57JbdraALBKO-tb7Az_tK9fuck2A8xlaEbvYD7psY3r8P8Yg7ozpqrDoz9Pb1w3xtfyqg/s640/problema-pensione+4.jpg" width="633" /></a></div>
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<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
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<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
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<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
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<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Care/i compagne/i</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> la ripresa delle attività scolastiche ci vedrà
seriamente impegnati a dare risposte ai numerosi quesiti<span style="mso-spacerun: yes;"> </span>riguardanti le <span style="color: #c00000;">pratiche
di pensionamento</span>. La buona esperienza di collaborazione maturata lo
scorso anno con l'INCA di Napoli ci mette oggi nelle migliori condizioni per
poter fornire un servizio rapido ed efficiente per accompagnare al
pensionamento tutti coloro che si rivolgeranno alle ns sedi.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Nella
fattispecie, in ciascuna delle sedi sindacali, ogni responsabile dovrà essere
in grado di dare una prima risposta sulla possibilità di pensionamento del</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgX64pHi8IgY6cpTZXLetTq4fKWhN3S1ZNarzhH_yXSYuTa0IjFmgYbMYryQ6ZeHM-Iacf1kvR5JWLr1tTbwG1a5HUgwzsKbE2wk2Ffw3T2SN2NNnluoKtl3hh58OUGbh_TVLe7d4vrSA/s1600/rischio_pensione+6.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgX64pHi8IgY6cpTZXLetTq4fKWhN3S1ZNarzhH_yXSYuTa0IjFmgYbMYryQ6ZeHM-Iacf1kvR5JWLr1tTbwG1a5HUgwzsKbE2wk2Ffw3T2SN2NNnluoKtl3hh58OUGbh_TVLe7d4vrSA/s1600/rischio_pensione+6.jpg" /></a>
</div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">dipendente della scuola che si rivolgerà a noi. A tale proposito in allegato
alla presente nota troverete il materiale necessario per fornire adeguate
delucidazioni di merito. Le delucidazioni a cui mi riferisco sono
esclusivamente quelle riguardanti il <span style="color: #c00000;">possesso dei
requisiti di massima, anagrafici e contributivi, utili<span style="mso-spacerun: yes;"> </span>per andare in pensione.</span><span style="mso-spacerun: yes;"> </span>Pertanto si tratta di un'azione di “primo
filtro” che consentirà di razionalizzare e migliorare l'efficienza dell'intero
servizio offerto dall'INCA. Una volta verificato che il dipendente ha i</span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8lg2lupKovBAEDO7ArQ8qLQA-R8QDhybh94Ybdz8F3rWr10Kofc8Mm3V_PTmbZ0MKEgyqLSZsTQX-Gv0EooD9mX6HASwlDyYdlg8eCwZQUttogSBmKaD8_DN1LL_oteBp2SeljlUaUw/s1600/vignetta-cicciolina-001.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8lg2lupKovBAEDO7ArQ8qLQA-R8QDhybh94Ybdz8F3rWr10Kofc8Mm3V_PTmbZ0MKEgyqLSZsTQX-Gv0EooD9mX6HASwlDyYdlg8eCwZQUttogSBmKaD8_DN1LL_oteBp2SeljlUaUw/s1600/vignetta-cicciolina-001.jpg" /></a>
</div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">requisiti per andare in pensione si raccoglie la documentazione necessaria
all'avvio della pratica e alla effettuazione dei relativi calcoli della
pensione che verrà effettuato dall'INCA.</span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Pertanto
da ogni probabile pensionando dovrà essere fornita la seguente documentazione
in copia:</span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-align: justify; text-indent: -18.0pt;">
<b><span style="background: yellow; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: "Arial Black"; mso-fareast-font-family: "Arial Black"; mso-highlight: yellow;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><b><span style="background: yellow; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-highlight: yellow;">cedolino
paga</span></b></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-align: justify; text-indent: -18.0pt;">
<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: "Arial Black"; mso-fareast-font-family: "Arial Black";"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><b><span style="background: yellow; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-highlight: yellow;">stato di
servizio</span></b><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">
(servizio di ruolo, non di ruolo)</span></b></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-align: justify; text-indent: -18.0pt;">
<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: "Arial Black"; mso-fareast-font-family: "Arial Black";"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><b><span style="background: yellow; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-highlight: yellow;">periodi
riscattati</span></b><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">
(laurea),</span></b></div>
<div class="MsoNormal" style="margin-left: 36.0pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-align: justify; text-indent: -18.0pt;">
<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: "Arial Black"; mso-fareast-font-family: "Arial Black";"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><b><span style="background: yellow; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-highlight: yellow;">periodi
eventualmente ricongiunti</span></b><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> / totalizzati</span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3CgMg1sxJkTlebOEh7MQqn8TVcAtbMHJca-UBIG3dELC9yg8ACMSMsqj_9Vmo4BVLwA3wKvcLtddi9QFFc7W6M7AYLRddpwtET_vJxTh3yvkq5neAw6r7VXTcG3NMM7jHTCwK5-LRrQ/s1600/rischio_pensione+2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3CgMg1sxJkTlebOEh7MQqn8TVcAtbMHJca-UBIG3dELC9yg8ACMSMsqj_9Vmo4BVLwA3wKvcLtddi9QFFc7W6M7AYLRddpwtET_vJxTh3yvkq5neAw6r7VXTcG3NMM7jHTCwK5-LRrQ/s640/rischio_pensione+2.jpg" width="640" /></a>
</div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">per
quanto riguarda i punti 3 e 4 importante, ma in questa sede non indispensabile,
sarebbe avere la copia della domanda di riscatto / ricongiunzione / totalizzazione.</span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Tale
documentazione deve essere raccolta in una cartellina avendo cura di indicare,
per <span style="color: #c00000;">ciascun pensionando, <span style="mso-bidi-font-weight: bold;">numero di telefono casa/cellulare ed eventuale contatto e mail</span></span><span style="mso-bidi-font-weight: bold;"> (è utile indicare tali contatti anche sul
cedolino paga del pensionando</span>). Sulla cartellina dovrà essere indicato
la dicitura <span style="mso-bidi-font-weight: bold;">pratiche di pensione, la</span>
<span style="mso-bidi-font-weight: bold;">sede sindacale </span>di provenienza e <span style="mso-bidi-font-weight: bold;">la/il compagna/o di riferimento </span>con
relativo <span style="mso-bidi-font-weight: bold;">numero di cellulare</span>
(serve all'INCA in caso di problemi)</span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><o:p> </o:p></span></b>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAFnpnNLlrLx0AkOSsaND4eLPbLajVQOHGnM8xFoNm1Dn31YfWaWxqhGxNs-jn1qtsWA-bGYWAXqbjro2R8uA4hp9VcHwI3KF6f_pEU6mzIgqAxmX4nrPYa6jcZ78vi7WFjbQk1SRcgw/s1600/favola_pensione2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAFnpnNLlrLx0AkOSsaND4eLPbLajVQOHGnM8xFoNm1Dn31YfWaWxqhGxNs-jn1qtsWA-bGYWAXqbjro2R8uA4hp9VcHwI3KF6f_pEU6mzIgqAxmX4nrPYa6jcZ78vi7WFjbQk1SRcgw/s1600/favola_pensione2.jpg" /></a></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Le
cartelline dovranno essere <span style="mso-bidi-font-weight: bold;">consegnate
alla sede di Napoli il più rapidamente possibile </span>in modo da dare una
risposta al pensionando entro tre o quattro giorni dalla presentazione. Alla
raccolta provvederà <span style="color: #c00000;">Daniela, in orario
antimeridiano</span>, mentre in orario pomeridiano tutto il materiale potrà
essere lasciato nel cassetto di Antonio Martire posto sulla mensola nella
stanza di Daniela.</span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Anche
quest'anno la <span style="color: #c00000;">domanda di pensione dovrà essere
presentata on line</span>. Il sistema sarà operativo a partire dal <span style="color: #c00000; mso-bidi-font-weight: bold;">10 gennaio e fino al 25 gennaio
</span>(abbiamo chiesto una proroga della scadenza ma non ci contiamo troppo).
Pertanto è, in prima istanza, importante assicurarsi che i pensionandi siano in
possesso delle credenziali di accesso a istanze on line onde evitare problemi
nella presentazione della domanda.</span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgI8M4NXr-5BKSf4irmlHkYZU_Ssgv7PxZ5kA0UiDV0WMsC044yv7SEJlNgYWPQO33SvKS6ZLMOTMc7mdmuFbzv1IurcCBhj1Eiz-eVCaxngM0_U5yp09TcttB2zFWzTgWjfIlbEyqTvw/s1600/114-PENSIONI.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgI8M4NXr-5BKSf4irmlHkYZU_Ssgv7PxZ5kA0UiDV0WMsC044yv7SEJlNgYWPQO33SvKS6ZLMOTMc7mdmuFbzv1IurcCBhj1Eiz-eVCaxngM0_U5yp09TcttB2zFWzTgWjfIlbEyqTvw/s1600/114-PENSIONI.jpg" /></a>
</div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><br /></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">In
allegato alla presente nota troverete il volantino che dovrà giungere in ogni
scuola per essere affisso unitamente all'elenco delle sedi sindacali che
troverete in allegato. Pertanto sarà vs cura inviarlo a tutte le RSU e TA in
modo che il servizio sia capillarmente pubblicizzato. Da lunedì saranno inoltre
disponibili nella sede di via Torino i volatini stampati in A3 da affiggere
nelle sedi sindacali.</span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">E'
inutile sottolineare quale ritorno in termini di proselitismo si possa ottenere
dalla buona riuscita dell'intera campagna che dipende essenzialmente dal ns
impegno.</span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Voglio
infine sottolineare che se avete dubbi circa il possesso dei requisiti
contributivi per andare in pensione è sempre meglio <span style="color: #c00000;">preparare
la cartellina e portarla a Napoli sarà poi lNCA</span> a rispondere nel merito.
Comunque sono sempre a vs disposizione per qualsiasi chiarimento.</span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Ringraziandovi
per la collaborazione vi abbraccio</span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 16.0pt;">Antonio Martire</span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 16.0pt;">Inoltrato dalla gent.ima collega Marinella Esposito</span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<br />Gabryhttp://www.blogger.com/profile/09577347778861108122noreply@blogger.com0tag:blogger.com,1999:blog-5087624977015253994.post-89636450873013524002012-12-07T08:55:00.000+01:002012-12-07T08:55:19.509+01:00Operai, Prof e studenti in piazza contro il governo<!--[if gte mso 9]><xml>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgotj9erzCc8-plaKK0t73hic8YhqA3Tl7Gk82BwvXYkIjEinIGlK7P-6yftYonhEB0OyVMSTTwh10-7geNVGd4M3wUEpnql2GYjbmzQ2EBRu7NzOtVPAATILxgeUqGg2jGx0iz1N3ugg/s1600/Operai+e+studenti+in+piazza+contro+il+governo++8.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br /></a></div>
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkXhqKNl3tZH8f2dKJuFNWI5z4L8ZFjpJ503KUExpVHw6FhOFfFEu51eB0jhp289gbY0zgFqsiFUDc36PNT47TQxjaCzEyKh5Usrau2gQR1hxrDkOW8RVgj5mu6Z7R4PXVGZwe9pLjcg/s1600/Operai+e+studenti+in+piazza+contro+il+governo+2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br /></a></div>
<div align="center" class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 1; text-align: center;">
<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 28.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT; mso-font-kerning: 18.0pt;">Operai, Prof e studenti in piazza contro il governo</span></b><b><span style="color: #990000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT; mso-font-kerning: 18.0pt;"> </span></b><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT; mso-font-kerning: 18.0pt;"><br style="mso-special-character: line-break;" />
<br style="mso-special-character: line-break;" />
</span></b></div>
<div align="center" class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 1; text-align: center;">
<b><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT; mso-font-kerning: 18.0pt;">Roma:<span style="mso-spacerun: yes;"> </span>mattinata di proteste tra occupazioni e blitz</span></b></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; text-align: justify;">
<b><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Giovedì 6 dic 2012. </span></b></div>
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<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Si è conclusa la mobilitazione
iniziata dopo le 9.30. Tre diverse manifestazioni non autorizzate hanno
attraversato la capitale: gli universitari, partiti della Sapienza, hanno
protestato davanti alla Rinascente in piazza Fiume mandando il traffico in
tilt, i liceali hanno 'occupato' simbolicamente uno spazio abbandonato in via
Induno. Avevano annunciato "blitz e iniziative simboliche in ogni
quartiere". Il corteo della Fiom si è</span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5mjbXKj1t4QUp5DLcz4HLji5wsJRSvQegdsJOWCKM7iiZr4hM9r_uESLVGyUCqcdronJS93bt75NqAraXwXoVp9rhWP8SG85yzxweam8Ke_fgi_ed2ekF5avvPakRqLYyPwV4a0PUGg/s1600/Operai+e+studenti+in+piazza+contro+il+governo+7.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5mjbXKj1t4QUp5DLcz4HLji5wsJRSvQegdsJOWCKM7iiZr4hM9r_uESLVGyUCqcdronJS93bt75NqAraXwXoVp9rhWP8SG85yzxweam8Ke_fgi_ed2ekF5avvPakRqLYyPwV4a0PUGg/s1600/Operai+e+studenti+in+piazza+contro+il+governo+7.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Operai, Prof e studenti in piazza contro il governo</b></span></span></td></tr>
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<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></div>
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<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">mosso da Bocca della Verità a piazza
Farnese. Saltata la manifestazione del Movimento studentesco nazionale,
schierato a destra, da piazza Mazzini: "I liceali dei Castelli non hanno
potuto raggiungere la capitale a causa delle strade ghiacciate"</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Cortei e ancora proteste, nelle
scuole, nelle università, nelle fabbriche. La mattinata di mobilitazione,
iniziata dopo le 9.30, si è conclusa intorno alle 14. Roma è di nuovo stata
attraversata dalle rivendicazioni dei lavoratori e dai blocchi degli studenti
per <span style="mso-bidi-font-weight: bold;">manifestare contro i tagli e le
politiche del governo</span>. L'obiettivo di movimenti e collettivi è stato
quello di generalizzare lo sciopero </span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkXhqKNl3tZH8f2dKJuFNWI5z4L8ZFjpJ503KUExpVHw6FhOFfFEu51eB0jhp289gbY0zgFqsiFUDc36PNT47TQxjaCzEyKh5Usrau2gQR1hxrDkOW8RVgj5mu6Z7R4PXVGZwe9pLjcg/s1600/Operai+e+studenti+in+piazza+contro+il+governo+2.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkXhqKNl3tZH8f2dKJuFNWI5z4L8ZFjpJ503KUExpVHw6FhOFfFEu51eB0jhp289gbY0zgFqsiFUDc36PNT47TQxjaCzEyKh5Usrau2gQR1hxrDkOW8RVgj5mu6Z7R4PXVGZwe9pLjcg/s1600/Operai+e+studenti+in+piazza+contro+il+governo+2.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Operai, Prof e studenti in piazza contro il governo 2</b></span></span></td></tr>
</tbody></table>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">dei metalmeccanici indetto dalla Fiom per <span style="color: #c00000;">''ribadire con forza la solidarietà e la condivisione
delle lotte portate avanti da tutti quei soggetti,</span> come gli operai o i
precari, che soffrono la crisi''. Se il sindacato ha sfilato dalla Bocca della
Verità a piazza Farnese a partire dalle 9.30 è, invece, saltato il corteo dei
Movimento studentesco nazionale, schierato a destra, da piazza Mazzini: "I
liceali dei Castelli non hanno potuto raggiungere Roma a causa delle strade
ghiacciate". Alla stessa ora, scuole e università si sono date tre diversi
appuntamenti non autorizzati. L'Unione degli studenti, partiti da piazza della
Repubblica, hanno raggiunto gli universitari della Sapienza, in piazzale Aldo
Moro. Insieme </span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjO0aHsKoWIyXyTNzrXyTAhOdHSN5eMhBWZzPhEBzHPztmSLM6b7hfTKngTN63f8NoW6GvQMflNa1KQiyD60k6WqjcOVJe1JcmpNA6xyYqH5REWF4GND8wfnfVqY8ydRkkKov18HkB3YQ/s1600/Operai+e+studenti+in+piazza+contro+il+governo+3.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjO0aHsKoWIyXyTNzrXyTAhOdHSN5eMhBWZzPhEBzHPztmSLM6b7hfTKngTN63f8NoW6GvQMflNa1KQiyD60k6WqjcOVJe1JcmpNA6xyYqH5REWF4GND8wfnfVqY8ydRkkKov18HkB3YQ/s1600/Operai+e+studenti+in+piazza+contro+il+governo+3.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Operai, Prof e studenti in piazza contro il governo 3</b></span></span></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">sono arrivati in piazza Fiume bloccando il traffico e protestando
davanti alla Rinascente. <span style="background: yellow; mso-highlight: yellow;">Lanciate
uova e vernici contro Unicredit in via Piave e monetine contro il ministero
dell'Economia.</span> Gli studenti autorganizzati, di meno rispetto agli scorsi
cortei, si sono mossi da Piramide e 'occupato' simbolicamente uno spazio
abbandonato in via Induno. L'obiettivo? <span style="color: #c00000;">Mettere in
scena blocchi e picchetti nelle vie di Roma e nei luoghi di studio e di lavoro.</span></span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7mE8TYq6qOmYIdfYn0ImWzt-jZOtwuDkQwl4yes0TRjbd1S2eD45CGcpwdx2WPD8grDpvlEMMVOA295msDH1PWwjscZOH10pxA_SmH7EYF6-sFGs9Geu2CcYwFEKCdNgqd9MzcLeImg/s1600/Operai+e+studenti+in+piazza+contro+il+governo+4.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7mE8TYq6qOmYIdfYn0ImWzt-jZOtwuDkQwl4yes0TRjbd1S2eD45CGcpwdx2WPD8grDpvlEMMVOA295msDH1PWwjscZOH10pxA_SmH7EYF6-sFGs9Geu2CcYwFEKCdNgqd9MzcLeImg/s1600/Operai+e+studenti+in+piazza+contro+il+governo+4.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Operai, Prof e studenti in piazza contro il governo 4</b></span></span></td></tr>
</tbody></table>
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<b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Roma, 6 dicembre 2012</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> - <span style="mso-bidi-font-weight: bold;">Scuola
ancora in agitazione in tutt'Italia</span> nella giornata dello sciopero
generale indetto dalla Fiom. La rabbia degli studenti esplode: si cita
anche, dopo moltissimi anni, <span style="mso-bidi-font-weight: bold;">lo slogan
sessantottino del Maggio francese: "Ce n’est qu’un debut. Continuons
le combat".</span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">QUI ROMA</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> - Dietro lo striscione <span style="mso-bidi-font-weight: bold;">‘No solution! Global revolution</span>!’ il corteo degli studenti romani
‘autorganizzati’ e’ partito da piazzale Ostiense diretto al Circo Massimo.
Niente bandiere, niente scudi e caschi, <span style="background: yellow; mso-highlight: yellow;">ma solo <span style="mso-bidi-font-weight: bold;">secchi di
colla e spazzoloni per “tappezzare Roma di tazebau</span>”:</span> gli studenti
hanno preparato tanti manifestati con citazioni di</span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhf90emFXTk7iVAs0FMH21s9c6_N6Q7r4fROmlNPxKuWZQ5VdP5bw5Bs5mDFKyo1uAqvb5lb5Mep4741qtFknvKZahknbjRNLWJHnkGUqJ_bOlBbyp10nDo8_es-0xqUYHhNVh3h1kxTg/s1600/Operai+e+studenti+in+piazza+contro+il+governo+5.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhf90emFXTk7iVAs0FMH21s9c6_N6Q7r4fROmlNPxKuWZQ5VdP5bw5Bs5mDFKyo1uAqvb5lb5Mep4741qtFknvKZahknbjRNLWJHnkGUqJ_bOlBbyp10nDo8_es-0xqUYHhNVh3h1kxTg/s1600/Operai+e+studenti+in+piazza+contro+il+governo+5.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Operai, Prof e studenti in piazza contro il governo 5</b></span></span></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">scrittori, poeti, cantanti,
da <span style="color: blue; mso-bidi-font-weight: bold;">Brecht a Orwell a De
Andre’ e Caparezza</span><span style="mso-bidi-font-weight: bold;"> </span>da
affiggere lungo il percorso: “vogliamo lasciare un segno evidente del corteo -
spiega Marco - con citazioni culturali per ricordare che la scuola pubblica non
deve essere smantellata e perche’ la cultura e’ la nostra forza”.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">“Vogliamo ribadire che <span style="mso-bidi-font-weight: bold;">scendiamo in piazza non solo come studenti ma
come giovani cittadini </span>- afferma Matteo - questo è il significato del
nostro striscione: allarghiamo la protesta a politiche economiche che non ci
piacciono”. I ragazzi prendono le distanze anche dalla manifestazione della
Fiom-Cgil: noi siamo autorganizzati e siamo contro da qualsiasi struttura
verticistica”, dice </span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjazLDu2Qdzh5bVb-STuQtpFY_zP8Hc5JWA2MTYs2CQVpmLSkiwShXOwVEz3NZ1PcB7hbQ5KB48z1D0CrOqaaV7C_PnktUNR2rvdYetXA_1RiVyPQ9jlLut2aTc7zg6QL00lphhSzMejQ/s1600/Operai+e+studenti+in+piazza+contro+il+governo+6.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjazLDu2Qdzh5bVb-STuQtpFY_zP8Hc5JWA2MTYs2CQVpmLSkiwShXOwVEz3NZ1PcB7hbQ5KB48z1D0CrOqaaV7C_PnktUNR2rvdYetXA_1RiVyPQ9jlLut2aTc7zg6QL00lphhSzMejQ/s1600/Operai+e+studenti+in+piazza+contro+il+governo+6.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Operai, Prof e studenti in piazza contro il governo 6</b></span></span></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Annalisa. E infatti uno degli slogan gridati e’ <span style="color: #c00000; mso-bidi-font-weight: bold;">“studenti incazzati senza
sindacati”</span><span style="mso-bidi-font-weight: bold;"> </span>e “ma quale
Ubs ma che rifondazione lotta dal basso autorganizzazione”.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">PALERMO</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> - Nuovo corteo degli studenti medi promosso
dall’Assemblea delle scuole palermitane in agitazione questa mattina a Palermo,
dove <span style="mso-bidi-font-weight: bold;">decine di istituti sono occupati o
autogestiti da diversi giorni</span>. Migliaia di ragazzi si sono mossi da
piazza Politeama dietro lo striscione che dice “<span style="mso-bidi-font-weight: bold;">Blocchiamo tutto Day: fuck austerity</span>”. In crisi la circolazione
automobilistica nel centro della citta’.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="background: yellow; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT; mso-highlight: yellow;">La mobilitazione si rivolge ancora contro il governo Monti.</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> <span style="mso-bidi-font-weight: bold;">La protesta
studentesca si è saldata con lo sciopero dei metalmeccanici della Fiom Cgil</span>,
che sono pure scesi in</span></b></div>
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<br /></div>
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<br /></div>
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<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgotj9erzCc8-plaKK0t73hic8YhqA3Tl7Gk82BwvXYkIjEinIGlK7P-6yftYonhEB0OyVMSTTwh10-7geNVGd4M3wUEpnql2GYjbmzQ2EBRu7NzOtVPAATILxgeUqGg2jGx0iz1N3ugg/s1600/Operai+e+studenti+in+piazza+contro+il+governo++8.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgotj9erzCc8-plaKK0t73hic8YhqA3Tl7Gk82BwvXYkIjEinIGlK7P-6yftYonhEB0OyVMSTTwh10-7geNVGd4M3wUEpnql2GYjbmzQ2EBRu7NzOtVPAATILxgeUqGg2jGx0iz1N3ugg/s1600/Operai+e+studenti+in+piazza+contro+il+governo++8.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Operai, Prof e studenti in piazza contro il governo <span style="font-size: large;">7</span></b></span></span></td></tr>
</tbody></table>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">piazza stamattina a Palermo con un altro corteo, partito
da piazza Marina. Unirsi ai metalmeccanici, affermano gli studenti, e’ “una
nuova occasione per generalizzare ed allargare il fronte della nostra lotta,
connettendoci con altre realta’ sociali che subiscono <span style="background: yellow; mso-highlight: yellow;">nella vita quotidiana il peso della crisi e delle
politiche di austerita’”.</span></span></b></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">TORINO</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> - <span style="background: yellow; mso-bidi-font-weight: bold; mso-highlight: yellow;">Lanci di uova e fumogeni</span><span style="mso-bidi-font-weight: bold;"> </span>contro la sede dell’Ufficio
scolastico regionale in via Pietro Micca a Torino da parte di alcuni
manifestanti. Gli studenti partiti in corteo da piazza Arbarello si sono
accodati alla manifestazione della Fiom.</span></b></div>
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<br /></div>
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<br /></div>
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<br /></div>
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<br /></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6eUvTRk-XTpGfJDGIj9dEii1H5qPKIk0XH21SDifFYS5R5W0XMzG2ICTeisU4VrmKIU_rxLnGx3RvWhqc_rEAhVbrfu_qP4WP2X5Qp2ALX_2NeFNAzUis5asWPIrAIxsWQo-FEEhCyQ/s1600/Operai+e+studenti+in+piazza+contro+il+governo9.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6eUvTRk-XTpGfJDGIj9dEii1H5qPKIk0XH21SDifFYS5R5W0XMzG2ICTeisU4VrmKIU_rxLnGx3RvWhqc_rEAhVbrfu_qP4WP2X5Qp2ALX_2NeFNAzUis5asWPIrAIxsWQo-FEEhCyQ/s1600/Operai+e+studenti+in+piazza+contro+il+governo9.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Operai, Prof e studenti in piazza contro il governo 8</b></span></span></td></tr>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
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<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">PISA </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> - <span style="background: yellow; mso-bidi-font-weight: bold; mso-highlight: yellow;">La stazione centrale di Pisa è occupata dagli
studenti</span><span style="mso-bidi-font-weight: bold;"> che l’hanno raggiunta
in corteo</span>. Circa 250 i partecipanti alla manifestazione contro la crisi
e per la scuola pubblica. Prima di arrivare alla stazione il corteo ha
attraversato il centro, sostando davanti al palazzo in cui ha sede l’ufficio
scolastico provinciale. Un gruppo di studenti e’ riuscito a salire ai piani
superiori e ad esporre uno striscione.</span></b></div>
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<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">BOLOGNA </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> - I <span style="background: yellow; mso-bidi-font-weight: bold; mso-highlight: yellow;">viali di Bologna sono già paralizzati per il
traffico</span><span style="mso-bidi-font-weight: bold;"> a causa dello sciopero
dei metalmeccanici </span>indetto oggi dalla Fiom-Cgil in Emilia-Romagna e in
altre regioni per il contratto e contro l’accordo siglato ieri da Fim e Uilm
con Federmeccanica. <span style="mso-bidi-font-weight: bold;">Alla protesta delle
tute blu si affianca quella degli studenti </span>delle scuole superiori in
difesa della scuola pubblica e degli universitari. La stazione ferroviaria è
già presidiata dalle forze dell’ordine in previsione di una possibile
“invasione” <span style="background: yellow; mso-highlight: yellow;">da parte dei
collettivi studenteschi.</span></span></b></div>
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<br /></div>
Gabryhttp://www.blogger.com/profile/09577347778861108122noreply@blogger.com0tag:blogger.com,1999:blog-5087624977015253994.post-10535126149583285242012-11-23T17:29:00.004+01:002012-11-23T17:30:04.030+01:00Studenti in piazza sabato a Roma<!--[if gte mso 9]><xml>
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<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 28.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT; mso-font-kerning: 18.0pt;"></span></b><b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 28.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT; mso-font-kerning: 18.0pt;">Studenti in piazza sabato a Roma</span></b></div>
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<b><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Appello Profumo:
'Protesta sia pacifica. Noi estranei a riforma organi collegiali'</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">23 novembre, 15:49 </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglM5qAmTTJY0lKRvaa43-DssVZCIytkb23qnNtzjK3S3TT-IUa_GYU4ZLdrYDThOEmQJAeWlsNLM9Dsg-hvi7ulehKvxNRwnQ09AI9wsED4RS1LcnU3vaKY4gwPz7jhJmhKeJfT-Bh3w/s1600/Studenti_Manifestazione.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglM5qAmTTJY0lKRvaa43-DssVZCIytkb23qnNtzjK3S3TT-IUa_GYU4ZLdrYDThOEmQJAeWlsNLM9Dsg-hvi7ulehKvxNRwnQ09AI9wsED4RS1LcnU3vaKY4gwPz7jhJmhKeJfT-Bh3w/s1600/Studenti_Manifestazione.jpg" /></a> </span></b></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">ROMA</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> - Con l'ombrello aperto sotto le finestre del
ministero della Giustizia in via Arenula <span style="background: yellow; mso-highlight: yellow;">"per paura cadano lacrimogeni".</span> Così una
rappresentanza di studenti medi e universitari e di docenti precari ha voluto
annunciare la manifestazione che si terrà il 24 novembre per le vie di Roma.
"Il percorso toccherà Testaccio ma cercheremo di raggiungere il centro, se
non in Parlamento altri luoghi, perché una zona rossa è inaccettabile",
hanno spiegato i ragazzi. Con lo striscione <span style="color: #c00000;">'Piove.
Governo tecnico -</span> <span style="color: #c00000;">Liberi tutti</span> I
ragazzi sotto gli ombrelli hanno spiegato le loro ragioni: "vogliamo
prenderli in giro - ha spiegato Simone della Sapienza - perché se volevano
spaventarci non ci sono riusciti. Stavolta guarderemo prima le finestre. In
questa città c'é la volontà di regolamentare i cortei tenendoli lontani dal
centro. E' un'emergenza democratica, vogliamo riportare la protesta nei luoghi
della città e non lontano dai palazzi del potere". <span style="color: #c00000;">"Il 24 ci ricolleghiamo agli scioperi del 14.</span> Eravamo
50.000 e abbiamo ottenuto repressione - ha affermato Gianluca, dell'Uds -.
Abbiamo reagito con </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhytg3L8Bc0dtnVL-8LhrGspT1bjMkZxgqqjCuhe6wSTJOlXpT7X3XVa-vcti01cp5JI1Ps_CFrGtH3BUkvSR5KXKoNHBuuQ5Z9n5pTOFoYuCec9GpY9sldbZRF8KlUCiO8-qNANGAXw/s1600/Studenti_Manifestazione_8.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhytg3L8Bc0dtnVL-8LhrGspT1bjMkZxgqqjCuhe6wSTJOlXpT7X3XVa-vcti01cp5JI1Ps_CFrGtH3BUkvSR5KXKoNHBuuQ5Z9n5pTOFoYuCec9GpY9sldbZRF8KlUCiO8-qNANGAXw/s1600/Studenti_Manifestazione_8.jpg" /></a> </span></b></div>
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<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">l'occupazione di decine di scuole per fare nel concreto
quel modello di scuola che vogliamo. Vogliamo riappropriarci della città
". </span></b></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">CGIL E COBAS NON RETROCEDONO</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> - I Cobas confermano lo sciopero di sabato 24
novembre e, alla luce della nuova situazione, propongono alla Cgil e agli
studenti di organizzare, oltre alle manifestazioni a Roma, anche, ove possibile
nei tempi ristretti, iniziative unitarie a livello cittadino "per
invertire radicalmente la rotta governativa che porta all'immiserimento
continuo della scuola e alla sua completa dequalificazione". Secondo il
portavoce dei Cobas, <span style="color: #c00000;">Piero Bernocchi,</span> <span style="background: yellow; mso-highlight: yellow;">la revoca dello sciopero da parte
di Cisl, Uil, Snals e Gilda "dimostra che questi sindacati non avevano mai
pensato sul serio di condurre una lotta contro la politica scolastica del
governo".,</span> E' vero che il governo "per cercare di placare la
protesta", ha fatto marcia indietro sull' aumento dell' orario per i
docenti, ma "di </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQGSYlRXEdRX2y8C6kacUS8fIPpgsAnDQY3ea3hSH8Kh-3ixW6K8QragS7k3XMPRqUbv0HwNfyoa5oQkqyAJOCIz9s0m8EPNggL1SEGnlnpyKfkCbCwYEN6XuwO_HP8Itu1q3N78zCFA/s1600/Studenti_Manifestazione_81.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQGSYlRXEdRX2y8C6kacUS8fIPpgsAnDQY3ea3hSH8Kh-3ixW6K8QragS7k3XMPRqUbv0HwNfyoa5oQkqyAJOCIz9s0m8EPNggL1SEGnlnpyKfkCbCwYEN6XuwO_HP8Itu1q3N78zCFA/s1600/Studenti_Manifestazione_81.jpg" /></a> </span></b></div>
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<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">certo - afferma Bernocchi - il movimento di protesta non
può fermarsi qui, perché: <span style="color: #c00000;">la legge di in-stabilità</span>
prevede comunque altri tagli di finanziamenti, posti di lavoro, istituti e
classi, mentre continua il <span style="background: aqua; mso-highlight: aqua;">generoso
finanziamento della scuola privata (223 milioni ad essa nella legge);</span>
permane il <span style="color: #c00000;">blocco dei contratti e degli scatti di
anzianità, forse fino al 2016;</span> l'accordo raggiunto oggi non sblocca
affatto gli scatti ma ne compensa, data l'esiguità della somma stanziata, solo
una piccola parte, per un anno, e per giunta <span style="background: yellow; mso-highlight: yellow;">imponendo l'accettazione dell'accordo sulla produttività
firmato a livello nazionale e per tutte le categorie da Cisl e Uil, che impone
il legame tra aumenti salariali di qualsiasi tipo e 'produttivita''</span>;
prosegue l'espulsione dei precari, per i quali è confermato il <span style="color: #c00000;">concorsaccio,</span> così come la deportazione degli
'inidonei' e il conseguente <span style="background: yellow; mso-highlight: yellow;">licenziamento
di migliaia di Ata precari</span>, la mancata assunzione in ruolo dei
collaboratori scolastici e <span style="background: yellow; mso-highlight: yellow;">il
non-rinnovo del 'salva-precari';</span> <span style="color: #c00000;">avanza la
legge Aprea-Ghizzoni, </span>che mette le scuole nelle mani di <span style="color: #c00000;">Consigli 'di amministrazione'</span> con presenze e
finanziamenti di aziende e di privati, <span style="background: yellow; mso-highlight: yellow;">abolisce gli organi di democrazia interna</span>, impone
la scuola-quiz degli indovinelli Invalsi e lo strapotere dei presidi".</span></b></div>
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<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">META' ISTITUTI OCCUPATI; </span></b></div>
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<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">PRESIDI: ABBANDONATI DA ISTITUZIONI</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> - La metà degli studenti italiani è coinvolta in
occupazioni o autogestioni. E' quanto emerge da un sondaggio proposto da
Skuola.net a circa mille studenti delle scuole superiori. Poco meno della metà <span style="color: #c00000;">degli studenti intervistati</span> si trova alla prese
con la sospensione della didattica: in particolare il 25% frequenta una scuola
occupata, mentre il 23% dei votanti appartiene a un istituto che è attualmente
in autogestione/cogestione. <span style="background: yellow; mso-highlight: yellow;">Il
52% dei partecipanti all'indagine dichiara invece che nella propria scuola
tutto procede come se nulla fosse.</span> A confermare i dati della rilevazione
è anche Mario Rusconi, vicepresidente dell'Associazione Nazionale Presidi.
"Quest'anno - ha dichiarato a Skuola.net - sono aumentate le occupazioni, </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilZgRB2TTXUziK_QG7HkioCldAx_GgI4wUJ6Frj0XYCJxd4mNrRrS93TTt-yLdN2yra_ITv_pORHXn09axyOpgqpOmZsVN_ic33eakZr686cOUDOb2suGHbn6CSiwnEFMXUj2Zeo0aKQ/s1600/Studenti_Manifestazione_8161.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilZgRB2TTXUziK_QG7HkioCldAx_GgI4wUJ6Frj0XYCJxd4mNrRrS93TTt-yLdN2yra_ITv_pORHXn09axyOpgqpOmZsVN_ic33eakZr686cOUDOb2suGHbn6CSiwnEFMXUj2Zeo0aKQ/s1600/Studenti_Manifestazione_8161.jpg" /></a> </span></b></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">soprattutto è in crescita l'adesione dei ragazzi più piccoli che per lo più
sono ignari dei motivi della protesta ma per imitazione dei più grandi si
aggregano". Rusconi denuncia inoltre <span style="color: #c00000;">"lo
stato totale di abbandono dei presidi da parte delle istituzioni,</span> a
tutti i livelli: polizia, carabinieri, associazioni dei genitori,
Ministero". Nelle ultime settimane si registra una decisa escalation non
solo di manifestazioni di piazza ma anche di forme di protesta all'interno
delle scuole. Ormai le scuole occupate o autogestite sono tante quante quelle
che svolgono l'attività didattica ordinaria. <span style="color: #c00000;">Al
centro del mirino è soprattutto il ddl 953 ex Aprea.</span> Secondo gli
studenti, se dovesse essere approvato, questo ddl faciliterebbe la limitazione
di alcuni loro diritti da parte delle scuole, come per esempio <span style="background: yellow; mso-highlight: yellow;">quello di riunirsi
periodicamente in assemblea</span>. Inoltre favorirebbe l'ingresso dei <span style="background: yellow; mso-highlight: yellow;">privati all'interno della scuola
pubblica</span> legittimandoli a prendere decisioni riguardanti anche la
programmazione didattica. L'autrice del contestato disegno di legge prende le
distanze dalla sua 'creatura'. "Sono stufa - afferma <span style="color: #c00000;">Valentina Aprea</span> a Skuola.net - di essere
identificata come l'autrice del ddl 953. Questo non è più il mio testo
originale in quanto, visto che diversi punti non sono stati condivisi, è stato
quasi completamente modificato. I ragazzi dovrebbero informarsi </span></b></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiB-zPb3pme4ouuRlahP8zr8GqVcZ4gpPf9AZmBveHqtcTQ5rqoiPRGBPnOIg0y-x_ROWJrkoS_vaEMr12i-tguz-FOjryzhSCG0qLMf2Kq42UKs2HvV_AFSlWxf9fzh4nKzKf_IcnoCQ/s1600/scuola-manifestazione.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiB-zPb3pme4ouuRlahP8zr8GqVcZ4gpPf9AZmBveHqtcTQ5rqoiPRGBPnOIg0y-x_ROWJrkoS_vaEMr12i-tguz-FOjryzhSCG0qLMf2Kq42UKs2HvV_AFSlWxf9fzh4nKzKf_IcnoCQ/s1600/scuola-manifestazione.jpg" /></a> </span></b></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">meglio e
leggere più attentamente questo ddl perché è chiaro che c'è molta confusione al
riguardo". Comunque, Mario Rusconi, avrebbe una sua personale ricetta
contro le occupazioni: "Le occupazioni sono patologiche, un'anomalia
italiana. Le scuole dovrebbero - suggerisce - pedagogizzarle, ovvero capire le
esigenze dei ragazzi come, ad esempio, la possibilità di <span style="background: yellow; mso-highlight: yellow;">fare dibattiti o spazi
autogestiti e incanalarle in binari condivisi</span>. Non a caso nel liceo
Newton, durante il mio mandato - fa notare con soddisfazione Rusconi - non ci
sono mai state occupazioni".</span></b></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">"Mi auguro che tutte le
iniziative di protesta della giornata di sabato si svolgano pacificamente, nel
rispetto reciproco". Lo scrive il ministro dell'Istruzione, Francesco
Profumo, in una lettera aperta indirizzata a docenti e studenti. <span style="background: yellow; mso-highlight: yellow;">L'attuale Governo "non ha
nulla a che fare con il ddl 953 detto ddl Aprea", ha aggiunto Profumo.</span></span></b></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">"Auspico - scrive il ministro -
che tutte le forze politiche ascoltino il dissenso e recepiscano modifiche
durante la discussione avviata al Senato".</span></b></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">I sindacati della scuola, fatta
eccezione per <span style="color: #c00000;">la Flc-Cgil, hanno deciso di
sospendere lo sciopero della scuola indetto per sabato, 24 novembre.</span> La
decisione e' stata presa dopo l'incontro avuto stamani con il Governo per
sciogliere il nodo del pagamento degli scatti stipendiali per il personale del
settore. La questione era il principale motivo all'origine dello sciopero e
della manifestazione. Per il governo presenti il sottosegretario alla
presidenza del Consiglio Catricalà e i ministri Grilli, Patroni Griffi e
Profumo.</span></b></div>
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<br /></div>
Gabryhttp://www.blogger.com/profile/09577347778861108122noreply@blogger.com0tag:blogger.com,1999:blog-5087624977015253994.post-6468928082337316142012-11-10T21:46:00.000+01:002012-11-10T21:47:26.042+01:00No all'aumento orario per i prof<!--[if gte mso 9]><xml>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgav2pgYKhqQgrgcTUe-KXtThq5XeeQLfMgXhgmgXzcq8toIvuEBqENDDHbDPGeE0fAJAcHQcc_vBrZgub4rSnN1gAWVMrY-hnYD2tx90PClYq3GldwCClfGJhmzNtjCQG3jBKEPlmv1Q/s1600/e7607958b08def40d8433de6d91f7756_XL.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a><span style="mso-bookmark: OLE_LINK2;"><b><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;"></span></b></span><a href="http://www.blogger.com/blogger.g?blogID=5087624977015253994" name="OLE_LINK1"><span style="mso-bookmark: OLE_LINK2;"><b><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">No all'aumento orario per i prof</span></b></span></a></div>
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a complicarsi la soluzione del nodo scuola, nell'ambito della legge di
stabilita': il ministero infatti non ha trovato i tagli da effettuare per
compensare l'aumento dell'orario di lavoro dei professori, e questa misura e'
tornata ad aleggiare, seppur subito smentita dallo stesso ministero. In
alternativa il poco allettante taglio lineare a tutte le voci del Dicastero.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Se
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una soluzione sulla riscrittura della parte fiscale della legge: i relatori
dovrebbero presentare un emendamento che aumenta le detrazioni fiscali per
figli e </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgav2pgYKhqQgrgcTUe-KXtThq5XeeQLfMgXhgmgXzcq8toIvuEBqENDDHbDPGeE0fAJAcHQcc_vBrZgub4rSnN1gAWVMrY-hnYD2tx90PClYq3GldwCClfGJhmzNtjCQG3jBKEPlmv1Q/s1600/e7607958b08def40d8433de6d91f7756_XL.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgav2pgYKhqQgrgcTUe-KXtThq5XeeQLfMgXhgmgXzcq8toIvuEBqENDDHbDPGeE0fAJAcHQcc_vBrZgub4rSnN1gAWVMrY-hnYD2tx90PClYq3GldwCClfGJhmzNtjCQG3jBKEPlmv1Q/s1600/e7607958b08def40d8433de6d91f7756_XL.jpg" /></a> </span></b></div>
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<br /></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">coniuge a carico sin dal 2013. Inoltre si avvicina la soluzione per la
questione degli esodati. La spending revew, varata a giugno prevedeva dei tagli
ai Fondi dell'Istruzioni per 157 milioni euro nel 2013, 172 nel 2014 e 236,7
nel 2015.</span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Servono
le misure per attuare le riduzioni, <span style="background: yellow; mso-highlight: yellow;">che il ministero aveva identificato nell'aumento dell'orario dei
docenti</span>. La misura e' stata stralciata dalla legge di stabilita' per
estraneita' di materia e giace ora alla Camera. Oggi il sottosegretario alla
scuola, Marco Rossi Doria, si e' presentato in commissione Bilancio della
Camera con una serie di sforbiciate a varie voci del Dicastero ma per cifre
piu' assai basse: 74,6 milioni nel primo anno, e 50,6 per i due successivi.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;"> </span></b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcfezGyiLKlzO3gN53pF_pS4VGBCeY-OD2VNkag8izvFE-O82OPTZv-CnU6SYyXRDhp3aVVugBwbQvNZcxR4m4PgM5pseIGPfDcFC5cGFAt8QCViZOIaImwL9QkdEqEvhujdUxKqyECQ/s1600/CORTEO_SCUOLA+2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcfezGyiLKlzO3gN53pF_pS4VGBCeY-OD2VNkag8izvFE-O82OPTZv-CnU6SYyXRDhp3aVVugBwbQvNZcxR4m4PgM5pseIGPfDcFC5cGFAt8QCViZOIaImwL9QkdEqEvhujdUxKqyECQ/s1600/CORTEO_SCUOLA+2.jpg" /></a></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">"Mancano
almeno 120 milioni per il 2013 - ha osservato il sotto segretario all'economia
Polillo - 120 nel 2014 e 180 nel 180 nel 2015". Rossi Doria ha proposto
che le residue somme vengano prese in altri ministeri. Cosa pero' vietata dalla
spending review, che prevede invece come clausola di salvaguardia i tagli
lineari a tutte le voci. <span style="background: yellow; mso-highlight: yellow;">Oppure
si dovrebbe di nuovo finire sull'aumento dell'orario dei professori</span>.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">La
presidente della commissione Cultura della Camera, Manuela Ghizzoni, ha negato
la possibilita' di <span style="color: #c00000;">questa ipotesi perche' non
sarebbe votata da nessun partito</span>. E in serata anche il Ministero ha
escluso di tornare su essa. Ma la commissione Bilancio e i relatori alla legge
di stabilita',</span></b></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Renato Brunetta e Paolo Baretta, hanno invitato il governo a
risolvere la questione al suo interno senza scaricarla sul Parlamento. Brunetta
e Baretta, assieme al relatore alla legge di Bilancio, Amedeo Ciccanti, hanno
incontrato in mattinata il ministro Vittorio Grilli.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Questi
ha chiarito che non ci sono risorse aggiuntive da mettere sul piatto delle
riduzioni fiscali che, quindi, saranno di 1 miliardo nel 2013, 3 nel 2014 e 2,5
nel 2015. L'ipotesi e' quella di destinare il miliardo per l'anno prossimo a
una riduzione delle detrazioni per i figli e il coniuge a carico per i redditi
da lavoro dipendente. Accantonata invece l'ipotesi dell'aumento degli assegni
familiari, preferita dall'Udc, perche' la platea sarebbe stata piu' ampia e in
tasca di ciascuno sarebbero entrati pochi euro.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Dopo
una lunga riunione con il ministro Elsa </span></b></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjFEiuJwnlZQ1Ih71rHQ7Gc2wo6N-notGa16ptYthVhZtiOTYl75aMQ2zOkmccZYpLtXxuAswSQ-BojTmCQrz55HAStAxS5WJH5X1un97Hrdsqisjch8fLX3J6DYVUlJy9gSZTFDWIMw/s1600/285473_4204116474957_1262777101_n.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjFEiuJwnlZQ1Ih71rHQ7Gc2wo6N-notGa16ptYthVhZtiOTYl75aMQ2zOkmccZYpLtXxuAswSQ-BojTmCQrz55HAStAxS5WJH5X1un97Hrdsqisjch8fLX3J6DYVUlJy9gSZTFDWIMw/s1600/285473_4204116474957_1262777101_n.jpg" /></a> </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Fornero i relatori hanno detto che una
soluzione sugli esodati "e' piu' vicina". Un emendamento, assieme a
quelli sul Fisco, sul Fondo sociale (compresi i malati di Sla) dovrebbe essere
presentati dai relatori e dal governo tra sabato e domenica pomeriggio, quando
la commissione Bilancio tornera' a riunirsi. Curiosa la nuova tassa introdotta
dalla commissione Bilancio con un emendamento alla legge: 500 euro per le gru
"acchiappa peluche" che si vedono nei Luna Park e nelle Fiere.</span></b></div>
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<br /></div>
Gabryhttp://www.blogger.com/profile/09577347778861108122noreply@blogger.com0tag:blogger.com,1999:blog-5087624977015253994.post-79656124378012556852012-11-10T00:00:00.001+01:002012-11-10T00:02:32.445+01:00Docenti e studenti uniti contro la Legge Stabilità. <!--[if gte mso 9]><xml>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7459mkGusHZqzDZpkp13v6p-suuHkl8jeTJEEDxLnTdf80rgELcBIbnGxbVBo4AxR973y_YuaVn6PKrQi2ca-dmoVPT52lo2gXeZq3FGTysRFiDWSdrHSRw71WQ6PsUi0jMYQH5cOOA/s1600/20111006_scuola_manifestazione.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br /></a></div>
<br />
<div align="center" class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2lbModz9rYb_Q0YbmAKE-aqjs0g9ad9ZMZXsg02l9BwmgMg9w9ijMHoL5iYcfYjYr2ZEB5hM8ozPDZ47zuTAQMtIlQ1nOOQ2JcQYLXwyAc_PGhLfLFY2pMMQk52aMf5l6jAPJ6cRGgQ/s1600/precari-scuola18.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 28.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Docenti e studenti
uniti contro la Legge Stabilità. </span></b><span style="font-size: large;"><span style="color: blue;"><b><span style="font-family: "Arial Black","sans-serif";"> </span></b></span></span></div>
<div align="center" class="MsoNormal" style="line-height: normal; text-align: center;">
<br />
<span style="color: blue; font-size: large;"><b><span style="font-family: "Arial Black","sans-serif";">A Napoli domani
pomeriggio dalle 16,00 alle 19,00 c'è una manifestazione di docenti (di ruolo e
non) a Piazza del Gesù</span></b></span></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Accanto alla discussa norma, che
potrebbe essere cambiata dal Parlamento nei prossimi giorni, sull'innalzamento
delle ore di lavoro settimanale dei docenti <span style="color: #c00000;">(da 18
a 24)</span>, si protesta contro la legge 953 (ex Aprea) che prevede <span style="background: yellow; mso-highlight: yellow;">l'ingresso dei privati in quelli
che prima si chiamavano Consigli d'Istituto, ribattezzati ora Consigli di
Autonomia.</span> Secondo gli studenti questo limiterebbe il peso della loro
rappresentanza.</span></b></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7459mkGusHZqzDZpkp13v6p-suuHkl8jeTJEEDxLnTdf80rgELcBIbnGxbVBo4AxR973y_YuaVn6PKrQi2ca-dmoVPT52lo2gXeZq3FGTysRFiDWSdrHSRw71WQ6PsUi0jMYQH5cOOA/s1600/20111006_scuola_manifestazione.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="459" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7459mkGusHZqzDZpkp13v6p-suuHkl8jeTJEEDxLnTdf80rgELcBIbnGxbVBo4AxR973y_YuaVn6PKrQi2ca-dmoVPT52lo2gXeZq3FGTysRFiDWSdrHSRw71WQ6PsUi0jMYQH5cOOA/s640/20111006_scuola_manifestazione.jpg" width="640" /></a> </span></b></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">In cinquemila hanno sfilato nel
corteo per le strade della Capitale, chiedendo anche lo stop dei tagli alla
scuola pubblica a favore di quelle paritarie. Flash-mob e sit-in sono stati
organizzati in tutta Italia e gli studenti hanno occupato svariati istituti.
"L'istruzione è una priorità - ha commentato il ministro della Pubblica
Istruzione Francesco Profumo - I problemi sono grandi, interverremo, perché la
scuola è il miglior investimento sul futuro per costruire un Paese più
moderno".</span></b></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Domani Roma sarà ancora il centro
della protesta, con la manifestazione organizzata dal <span style="color: #c00000;">Coordinamento
scuole di Roma</span>, composta da studenti, insegnanti e genitori delle scuole
di ogni livello e grado della </span></b></div>
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<br /></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2lbModz9rYb_Q0YbmAKE-aqjs0g9ad9ZMZXsg02l9BwmgMg9w9ijMHoL5iYcfYjYr2ZEB5hM8ozPDZ47zuTAQMtIlQ1nOOQ2JcQYLXwyAc_PGhLfLFY2pMMQk52aMf5l6jAPJ6cRGgQ/s1600/precari-scuola18.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2lbModz9rYb_Q0YbmAKE-aqjs0g9ad9ZMZXsg02l9BwmgMg9w9ijMHoL5iYcfYjYr2ZEB5hM8ozPDZ47zuTAQMtIlQ1nOOQ2JcQYLXwyAc_PGhLfLFY2pMMQk52aMf5l6jAPJ6cRGgQ/s1600/precari-scuola18.jpg" /></a> </span></b></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Capitale, che si è dato appuntamento per le 14,30
in piazza Esquilino nei pressi della stazione Termini. Gli studenti scenderanno
in piazza anche il <span style="background: yellow; mso-highlight: yellow;">prossimo
14 novembre,quando la Cgil ha indetto lo sciopero generale che coinvolgerà
mezza Europa</span> nella protesta contro la Troika e le misure d'austheriy
imposte.</span></b></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Contemporaneamente a Napoli domani
pomeriggio dalle 16,00 alle 19,00 c'è una manifestazione di docenti (di ruolo e
non) a Piazza del Gesù, contro la legge ex Aprea, i tagli, l'aumento delle
ore di lezione: si portano i compiti per la correzione pubblica e si spiega
alla gente la situazione della scuola statale. Altre manifestazioni si
terranno in altre città italiane, tutte dedicate al precario napoletano morto
suicida. </span></b></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br />
<span style="color: #cc0000;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Prof. Sa Elvira Parisi</span></b></span></div>
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<br /></div>
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Gabryhttp://www.blogger.com/profile/09577347778861108122noreply@blogger.com1tag:blogger.com,1999:blog-5087624977015253994.post-70359502755146526442012-11-04T19:31:00.000+01:002012-11-04T19:31:50.841+01:00Scuola, “Stop al concorso-truffa”<!--[if gte mso 9]><xml>
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<br /></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Hanno protestato così i docenti che
chiedono il blocco di <span style="background: yellow; mso-highlight: yellow;">11.892
assunzioni</span> tramite concorso. “Numeri irrisori” rispetto ai <span style="color: #c00000;">200mila precari in tutta Italia</span>. Ma dal Miur
nessun ripensamento. Oggi Profumo è stato udito alla Camera e dalla piazza si
leva la richiesta di esaurire le graduatorie “No al concorso truffa” e <span style="background: yellow; mso-highlight: yellow;">“Disposti a tutto contro il
massacro dell’Istruzione”.</span> È così che i precari della scuola sono
tornati a farsi sentire. Di oggi il presidio a Montecitorio, che si è svolto in
concomitanza con l’audizione alla Camera del ministro Profumo. Chiamato a
fornire ulteriori chiarimenti in merito alle modalità di svolgimento del
concorso per il reclutamento di 11mila e passa insegnati, il ministro è stato
contestato. Dalla piazza arriva forte e chiara la richiesta di bloccare il
bando e tornare alle graduatorie.</span></b></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">LE RAGIONI DELLA PROTESTA</span></b><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> –</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> Continua
a suscitare non poche polemiche il concorso che prevede l’assunzione di 11.892
docenti per le scuole di ogni ordine e grado. “Numeri irrisori – spiegano dal
presidio - se paragonati a quelli esorbitanti del precariato scolastico”.
Graduatorie alla mano, <span style="background: yellow; mso-highlight: yellow;">solo
a Roma si contano fra i 10 e i 20mila precari.</span> Numeri che a livello
nazionale sfiorano quasi il tetto dei 200mila. Ma a far sobbalzare i precari
della </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilX-LjLmEFQZtrBwy4rZtPJA0y-d5I9AGBkiTaAvDMW_mDaBCAMCCd0eAB4iSq9qMD-6TYpovdiM3oiQkxdXbIpcDsx5F4dugkXces__QCKWtGpPQVVEfr4eyp-E-Z_dYA3SGUtqnqAg/s1600/n_1273511852_PRECARIO_GELMINI.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilX-LjLmEFQZtrBwy4rZtPJA0y-d5I9AGBkiTaAvDMW_mDaBCAMCCd0eAB4iSq9qMD-6TYpovdiM3oiQkxdXbIpcDsx5F4dugkXces__QCKWtGpPQVVEfr4eyp-E-Z_dYA3SGUtqnqAg/s1600/n_1273511852_PRECARIO_GELMINI.jpg" /></a> </span></b></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">scuola non c’è solo il numero di posti messi al bando: “Dopo anni di
precariato in cattedra, vogliono di nuovo metterci alla prova, come se <span style="background: yellow; mso-highlight: yellow;">i titoli precedentemente
acquisiti e gli anni di servizio svolti non contassero più nulla”.</span> Chi
manifesta, “è gente che si è laureata con il massimo dei voti, che ha fatto la
scuola di specializzazione e che è stata inserita in graduatoria con la
promessa di essere stabilizzata in pochi anni”. “Io per esempio – racconta
Letizia – mi sono abilitata nel 2003 e <span style="color: #c00000;">dopo quasi
dieci anni</span> di insegnamento precario non ho diritto ad essere immessa in
ruolo perché ora c’è il concorso”.</span></b></div>
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<br /></div>
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<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">ATTINGERE DALLE GRADUATORIE</span></b><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> -</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> Per
legge le immissioni in ruolo possono avvenire <span style="background: aqua; mso-highlight: aqua;">tramite scorrimento delle graduatorie per un 50%</span> e <span style="background: lime; mso-highlight: lime;">tramite concorso per un altro 50%.</span>
“Ma è anche vero – spiega Letizia – che la legge non è così rigida, perché
consente anche di attingere dalle graduatorie per una percentuale maggiore,
senza dunque dover necessariamente ricorrere alle modalità del concorso”. Per
loro sarebbe, fra le altre cose, uno spreco di soldi. <span style="color: #c00000;">Per
il concorso è stato infatti stimato un costo di 130milioni di euro</span>. Una
spesa “inutile quando poi ci sono scuole che cadono a pezzi, classi con 30
alunni e insegnanti precari che non sono messi nelle condizioni di lavorare
bene perché sbattuti da una scuola all’altra”, chiosa sempre Letizia.</span></b></div>
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<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxpeDa61zidjn4V4FZxXKd3-OnwxgNqh9bhJbDE-saS4OhF9eyduLz3Psm2BdFS14XAUU0lWUlkl4cXsanJoCYbhZPhvrZ-2vknB9LBSsLxJmNQDYc9WoV0AWhH9Zui_SVyssv3TK4sg/s1600/Precari3.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxpeDa61zidjn4V4FZxXKd3-OnwxgNqh9bhJbDE-saS4OhF9eyduLz3Psm2BdFS14XAUU0lWUlkl4cXsanJoCYbhZPhvrZ-2vknB9LBSsLxJmNQDYc9WoV0AWhH9Zui_SVyssv3TK4sg/s1600/Precari3.jpg" /></a></div>
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<br /></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
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<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">LA MOBILITAZIONE NAZIONALE</span></b><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> -</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> Malgrado
le varie proteste e contestazioni, dal Miur non sembra esserci alcun
ripensamento. Oggi il ministro Profumo è stato ascoltato in VII Commissione
alla Camera, “ma ha confermato quanto già si sapeva”, spiegano dal presidio.
Intanto i precari si preparano alla mobilitazione: sabato pomeriggio un lungo
corteo di precari provenienti da più parti d’Italia attraverserà la Capitale.
Con partenza da piazzale Esquilino e arrivo a Bocca della Verità, <span style="background: yellow; mso-highlight: yellow;">“scenderemo di nuovo in piazza
per ribadiremo l’ennesimo no al concorso truffa”.</span></span></b></div>
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Gabryhttp://www.blogger.com/profile/09577347778861108122noreply@blogger.com0tag:blogger.com,1999:blog-5087624977015253994.post-29015102548090876442012-10-25T20:36:00.000+02:002012-10-25T20:36:13.088+02:00Lettera aperta di una docente a Pier Luigi Bersani<!--[if gte mso 9]><xml>
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<b style="mso-bidi-font-weight: normal;"><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 28.0pt;">Lettera
aperta di una docente a Pier Luigi Bersani</span></b></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
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<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Egregio Onorevole Bersani,</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">provo a spiegarLe per quale motivo considero
vergognosa<span style="mso-spacerun: yes;"> </span>la contro-proposta del
ministro Profumo di aumentare le ore di lezione dei docenti di “sole” 3 ore (da
18 a 21 ore settimanali) invece che di 6 ore come egli avrebbe voluto:</span></b></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> </span></b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgonTaYUKheIROXPx5QgTyipgTLYhrrUYt52nyBZODE3ntDUky7AB9MhmWJtG7fyRGTF26ZZ79u967qlCcjDFiGFmYdbqHzE55Tst0T7iDgoYzp1TrK7FGt0OS8DnomGbMyyVOe5tbpxw/s1600/15181_5238_scuola_manifestazione_640x457.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgonTaYUKheIROXPx5QgTyipgTLYhrrUYt52nyBZODE3ntDUky7AB9MhmWJtG7fyRGTF26ZZ79u967qlCcjDFiGFmYdbqHzE55Tst0T7iDgoYzp1TrK7FGt0OS8DnomGbMyyVOe5tbpxw/s1600/15181_5238_scuola_manifestazione_640x457.jpg" /></a></div>
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<br /></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: normal; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: normal; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: normal; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: normal; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: "Arial Black"; mso-fareast-font-family: "Arial Black";"><span style="mso-list: Ignore;">1)<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">La proposta è
vergognosa perché fa parte di un gioco ormai ben noto: il Governo diffonde la
notizia di un provvedimento inaccettabile (in questo caso l’aumento di ben un
terzo rispetto all’orario di lavoro attuale). I lavoratori si indignano e
promettono proteste e battaglie di vario genere; solo a questo punto i partiti
intervengono e il ministro fa marcia indietro, ma di poco, di quel tanto che basta
per rendere il provvedimento meno indigesto e fare in modo che esso venga
accettato come il minore dei mali. <span style="mso-spacerun: yes;"> </span><span style="background: yellow; mso-highlight: yellow;">È un metodo che conosciamo bene,
dicevo, lo ha usato Berlusconi, continua ad usarlo il governo Monti</span>, lo ha
accettato spesso anche il Partito Democratico (cfr. riforma delle pensioni e
modifica dell’Art.18); mi auguro che stavolta non ne prenda parte. </span></b></div>
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<br /></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> </span></b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3m9qiR6pRx_3fLqrGgVt8egyAKQJctPcNEyQ3ilNjUyGN2iVuXLlmqKBx82FqibGftmaocgxSXnzCia0YN4_uhoOr3zeG7diTu_MdWsL6pj5Ijbs-QCLgwV40XnifhziHzvfv2593kw/s1600/CIMG5814.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3m9qiR6pRx_3fLqrGgVt8egyAKQJctPcNEyQ3ilNjUyGN2iVuXLlmqKBx82FqibGftmaocgxSXnzCia0YN4_uhoOr3zeG7diTu_MdWsL6pj5Ijbs-QCLgwV40XnifhziHzvfv2593kw/s1600/CIMG5814.JPG" /></a></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: "Arial Black"; mso-fareast-font-family: "Arial Black";"><span style="mso-list: Ignore;"><br /></span></span></b></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: "Arial Black"; mso-fareast-font-family: "Arial Black";"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> <span style="font-size: x-large;">2 </span>
</span></span></span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">La proposta è
vergognosa perché porterebbe a termine il <span style="background: red; color: white; mso-highlight: red;">massacro dei precari,</span><span style="color: white;"> </span>già
messi a dura prova, messi al bando, direi, dai 143.000 tagli chiamati Riforma
Gelmini, dalla Spending Review (l’Art.14 comma 17 prevede che i docenti in
esubero possano insegnare anche materie per le quali non siano in possesso di abilitazione)
e, infine, dall’inutile e iniquo concorso voluto da Profumo, accolto (e
votato!) dal Suo partito con imbarazzante cerchiobottismo. </span></b></div>
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<br /></div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> </span></b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgP1wkjtlrp5DJGzU1T1oPcOv1RocXjBrBUG2k5jA87y1SkD-jr2fdDCCSrgvJSrDDy08v8bqaXiVc1YM8EY2L7GtRAIma2P9wXOZ-hURJfYqJK2FAh6cRkeit9OihnTTesvEIxT5yE1w/s1600/Un-cartello-di-protesta3-470x352.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgP1wkjtlrp5DJGzU1T1oPcOv1RocXjBrBUG2k5jA87y1SkD-jr2fdDCCSrgvJSrDDy08v8bqaXiVc1YM8EY2L7GtRAIma2P9wXOZ-hURJfYqJK2FAh6cRkeit9OihnTTesvEIxT5yE1w/s1600/Un-cartello-di-protesta3-470x352.jpg" /></a></div>
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<br /></div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: "Arial Black"; mso-fareast-font-family: "Arial Black";"><span style="mso-list: Ignore;">3)<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">La proposta è
vergognosa perché rende manifesto l’assoluto disprezzo della politica per la
professionalità dei docenti. I nostri alunni, Onorevole, non sono <span style="background: yellow; mso-highlight: yellow;">polli in batteria e non possono
essere trattati come tali</span>; non sono carte, che si possono accumulare
sulla scrivania una sull’altra; sono persone, e persone in formazione, hanno
bisogno di attenzione, di cura, hanno bisogno del nostro tempo. Ne hanno il
diritto. Le ricordo, inoltre, <span style="background: yellow; mso-highlight: yellow;">che le ore trascorse in classe rappresentano solo una parte del lavoro
svolto dagli insegnanti</span>, al quale si devono aggiungere le riunioni, i
consigli di classe, i collegi dei docenti, i colloqui con i genitori, il tempo
necessario per preparare e correggere le verifiche, studiare, approfondire,
aggiornarsi.</span></b></div>
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<br /></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> </span></b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAL5CVBC1FxQiu3Qs_GYj7WdTLgoH9xZcBshpzMYPJjelT4zLWw1Za02w0s5h7kNItVVqluZ7uxENhEYjH9T1D3FkgFuZoz30z48RU4jn17FExEVr6nin0gYfDQiB3Q_7easKjoULHzw/s1600/precari-scuola2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="318" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAL5CVBC1FxQiu3Qs_GYj7WdTLgoH9xZcBshpzMYPJjelT4zLWw1Za02w0s5h7kNItVVqluZ7uxENhEYjH9T1D3FkgFuZoz30z48RU4jn17FExEVr6nin0gYfDQiB3Q_7easKjoULHzw/s640/precari-scuola2.jpg" width="640" /></a></div>
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<br /></div>
<div class="MsoListParagraphCxSpLast" style="line-height: normal; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<br /></div>
<div class="MsoListParagraphCxSpLast" style="line-height: normal; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<br /></div>
<div class="MsoListParagraphCxSpLast" style="line-height: normal; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="background: red; color: white; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: "Arial Black"; mso-fareast-font-family: "Arial Black"; mso-highlight: red;"><span style="mso-list: Ignore;"> 4)<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">La proposta,
Onorevole, è infine e soprattutto vergognosa perché nei paesi civili i
contratti vanno rispettati, non possono essere modificati a piacimento del
datore di lavoro, sia pure esso lo Stato, <span style="background: red; color: white; mso-highlight: red;">con metodi autoritari, in stile Marchionne, indegni di
una Democrazia.</span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Spero vivamente che Lei tenga fede alla Sua parola,
che almeno stavolta non scenda a compromessi con il Governo, che si rifiuti di
votare un provvedimento siffatto. Un <span style="mso-spacerun: yes;"> </span>partito che si dichiara “di sinistra” <span style="background: yellow; mso-highlight: yellow;">deve pretendere che tutti i
cittadini abbiano gli strumenti culturali necessari per affrontare la vita e le
medesime possibilità di successo</span>, e deve, a tale scopo, privilegiare in
maniera assoluta gli investimenti nell’istruzione pubblica,<span style="mso-spacerun: yes;"> </span>in una scuola democratica, che sia di tutti e
per tutti; la scuola prevista dalla Costituzione italiana (a questo proposito
ne approfitto per farLe conoscere il mio <span style="background: yellow; mso-highlight: yellow;">assoluto dissenso nei confronti della legge n.953, ex
Aprea,</span> che il Suo partito ha convintamente votato). Aggiungo <a href="http://www.blogger.com/blogger.g?blogID=5087624977015253994" name="_GoBack"></a>che nella situazione attuale le ingenti cifre spese per
sovvenzionare la scuola privata sono disgustosamente inaccettabili.</span></b></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Sarebbe triste constatare, ancora una volta, che il
<span style="background: yellow; mso-highlight: yellow;">Partito Democratico non
rappresenta i docenti né gli studenti</span>, non rappresenta quei lavoratori e
quei cittadini per i quali il diritto resta qualcosa di più di un fastidioso
orpello privo di senso.</span></b></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Con flebile speranza, Le porgo distinti saluti.</span></b></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgonTaYUKheIROXPx5QgTyipgTLYhrrUYt52nyBZODE3ntDUky7AB9MhmWJtG7fyRGTF26ZZ79u967qlCcjDFiGFmYdbqHzE55Tst0T7iDgoYzp1TrK7FGt0OS8DnomGbMyyVOe5tbpxw/s1600/15181_5238_scuola_manifestazione_640x457.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br /></a></div>
<br />
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAL5CVBC1FxQiu3Qs_GYj7WdTLgoH9xZcBshpzMYPJjelT4zLWw1Za02w0s5h7kNItVVqluZ7uxENhEYjH9T1D3FkgFuZoz30z48RU4jn17FExEVr6nin0gYfDQiB3Q_7easKjoULHzw/s1600/precari-scuola2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"></span><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Elvira Parisi</span></b></div>
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<br /></div>
Gabryhttp://www.blogger.com/profile/09577347778861108122noreply@blogger.com0tag:blogger.com,1999:blog-5087624977015253994.post-62803052976204239972012-10-24T00:43:00.000+02:002012-10-24T00:43:16.953+02:00LA PROTESTA DEI DOCENTI CONTRO I TAGLI. <!--[if !mso]>
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<br />
<h2 align="center" style="text-align: center;">
<span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 28.0pt; line-height: 115%;"> </span></h2>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguUHc0j1mlBYRORCWjvCtl9yyRMORzbhqGquXpFbkGxXqoQ9aQcNidmHz-6ScNHp6Wv064_t2TQWRTUhBjmFtlazlVA7u4rtiodTg0Jy1LA7637tKQvIwcAD46cu3gFXUnvtnFJklg3Q/s1600/22218995bella-vignetta-scuola1-jpg%5B1%5D.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br /></a></div>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0GsSyHDa2ItcprhjjxS3WEDx78LYhR2_zY89njAvC0yXi9C49WPKsSfFC1x5fx2srzbqHssomzQgmd3_lox-CS_C4asPuQzp_AinvqgXbpSgWT1kupqPG88Hpg1m5YsoK4k5LTytBKA/s1600/BGR332.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 28.0pt; line-height: 115%;">LA
PROTESTA DEI DOCENTI CONTRO I TAGLI</span><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">.</span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Nessuna
lezione, ma tutti in aula. Così i docenti del liceo scientifico Talete di Roma
hanno deciso di protestare contro i tagli alla scuola. <span style="color: #cc0000;">Prima ora,</span> con
l'insegnante d'italiano si leggono gli articoli della Costituzione. <span style="color: #cc0000;">Seconda.</span> La
professoressa di inglese spiega il decreto ex Aprea. <span style="color: #cc0000;">Terza e quarta ora. </span>Gli
studenti discutono delle riforme. <span style="color: #cc0000;">Ultima</span>. La docente di latino legge le mozioni
votate in altri istituti.</span></b></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br style="mso-special-character: line-break;" />
<br style="mso-special-character: line-break;" />
<span style="mso-bidi-font-weight: bold;"></span></span></b></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguUHc0j1mlBYRORCWjvCtl9yyRMORzbhqGquXpFbkGxXqoQ9aQcNidmHz-6ScNHp6Wv064_t2TQWRTUhBjmFtlazlVA7u4rtiodTg0Jy1LA7637tKQvIwcAD46cu3gFXUnvtnFJklg3Q/s1600/22218995bella-vignetta-scuola1-jpg%5B1%5D.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="604" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguUHc0j1mlBYRORCWjvCtl9yyRMORzbhqGquXpFbkGxXqoQ9aQcNidmHz-6ScNHp6Wv064_t2TQWRTUhBjmFtlazlVA7u4rtiodTg0Jy1LA7637tKQvIwcAD46cu3gFXUnvtnFJklg3Q/s640/22218995bella-vignetta-scuola1-jpg%5B1%5D.jpg" width="640" /></a></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">DIDATTICA ESSENZIALE.</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> È stata la prima giornata di un'intera settimana di
'didattica essenziale' senza verifiche né interrogazioni, per protestare contro
i provvedimenti del governo.<br />
«In Italia nei momenti di crisi si taglia sempre su scuola e salute e noi non
ci stiamo più», ha detto Angelica Russi, docente di lettere. «Contestiamo sia
il decreto di stabilità, sia la legge ex Aprea. Il signor Giarda e il signor
Profumo vengano qui a fare 24 ore di lezione frontale con classi che superano
anche 33 ragazzi...».<br />
I prof si incrociano nei corridoi nei cambi d'ora. «Tutti concordi nella
protesta», ha confermato Paolo Moretti, che insegna matematica e fisica. «Ci
stanno contattando scuole da tutta Italia per darci sostegno», ha riferito
un'altra. </span></b></div>
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<br /></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; text-align: justify;">
<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">La protesta si
diffonde in altre scuole </span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Mentre nella capitale il
coordinamento scuole secondarie di Roma continua a divulgare documenti e le
mozioni di protesta di istituti sempre più numerosi: dell'Anco Marzio, del
Mamiani, del Labriola, del Montale, dell'Albertelli, del Virgilio, del Kant e
del Cederna di Velletri, di cui si riporta già lo stato di agitazione degli
insegnanti.<br />
«In settimana concorderemo con gli altri istituti come portare avanti la
protesta, senza ledere il diritto allo studio dei ragazzi», ha spiegato il
preside del Talete Antonio Panaccione. </span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></div>
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<br /></div>
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<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0GsSyHDa2ItcprhjjxS3WEDx78LYhR2_zY89njAvC0yXi9C49WPKsSfFC1x5fx2srzbqHssomzQgmd3_lox-CS_C4asPuQzp_AinvqgXbpSgWT1kupqPG88Hpg1m5YsoK4k5LTytBKA/s1600/BGR332.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0GsSyHDa2ItcprhjjxS3WEDx78LYhR2_zY89njAvC0yXi9C49WPKsSfFC1x5fx2srzbqHssomzQgmd3_lox-CS_C4asPuQzp_AinvqgXbpSgWT1kupqPG88Hpg1m5YsoK4k5LTytBKA/s1600/BGR332.jpg" /></a> </span></b></div>
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<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">«UN CAPPIO AL COLLO».</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> Panaccione è stato lapidario: «Se
passa questa riforma-cappio al collo, la scuola statale muore per asfissia. La
nostra settimana di protesta continua e non sarà sufficiente solo abolire le 24
ore, quello era impossibile, il governo deve buttare via l'ex Aprea, anticamera
di una privatizzazione selvaggia». Il preside ha indicato il cortile interno
dell'istituto, un po' datato, che conta ben 42 classi: «Qui dovrebbero fare
ricreazione 1.045 alunni, stipati. Questo è un edificio che casca a pezzi e al
posto di porre rimedio ora vogliono mettere la pietra tombale sull'istruzione». </span></b></div>
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<br /></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3; text-align: justify;">
<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">La scuola ideale come
tema di lezione </span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">In seconda C si è parlato della
scuola ideale: la docente di religione ha diviso la lavagna in due: da un lato
campeggia la scritta «come vorremmo gli insegnanti», dall'altro «come dovremmo
essere noi».<br />
«Vogliamo che i ragazzi e i genitori capiscano che una cattiva qualità della
scuola ricade soprattutto su di loro», ha detto la professoressa Russi facendo
strada per i corridoi e per i piani del Talete: «Se vede delle classi scoperte
è perché con la riforma Gelmini siamo tutti a 18 ore e non c'è più la copertura
dei docenti momentaneamente assenti».</span></b></div>
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<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">STUDENTI DIVISI.</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> Diverse le reazioni degli studenti.
La maggior parte si è detta favorevole alla mobilitazione dei loro insegnanti.
«Già non ce la fanno così, già sono abbastanza stressati», ha detto un
ragazzino di seconda; «No alla privatizzazione della scuola», ha affermato
perentorio un altro. «Questa settimana faremo tutto da soli», ha aggiunto una
compagna di classe, «ma ci va bene se è per costruire una scuola migliore».<br />
Più critica un altra studentessa: «La protesta è giustissima ma potremmo anche
pensare che ora i prof. si sono mossi perché hanno toccato i loro interessi. E
prima? Quando a protestare eravamo solo noi?».<br />
Due genitori in attesa di essere ricevuti dal preside affermano: «Siamo
schierati dalla parte dei docenti. È vergognoso». </span></b></div>
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Gabryhttp://www.blogger.com/profile/09577347778861108122noreply@blogger.com0tag:blogger.com,1999:blog-5087624977015253994.post-17319107023287483572012-10-20T18:23:00.003+02:002012-10-20T18:24:37.762+02:00La scuola (pubblica) sta chiudendo<!--[if gte mso 9]><xml>
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<b style="mso-bidi-font-weight: normal;"><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 26.0pt; line-height: 115%;">La scuola (pubblica) sta chiudendo</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Signore
e signori di tutta Italia, genitrici e genitori, attenzione! Questi potrebbero
essere gli ultimi mesi, gli ultimi giorni della scuola pubblica, libera e
democratica.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">È
arrivato il momento di esporsi, perché oggi il silenzio è connivenza con
ministri e governi che minano alla base lo Stato sociale e l'apparato culturale
del Paese per <span style="background: yellow; mso-highlight: yellow;">creare un
esercito di marionette</span> senza cervello, senza pensiero critico, senza
capacità di scelta. Per scegliere consapevolmente, però, bisogna essere
informati; è questo che cerchiamo di fare, informarVi, visto che TV e giornali
ormai si occupano d'altro, troppo impegnati ad elogiare il Governo o a fare da
portavoce di questo o quel partito.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">La
scuola pubblica negli ultimi anni è stata costantemente e colpevolmente
impoverita. I 143.000 posti di lavoro tagliati dal duo Tremonti-Gelmini,
confermati dal ministro Profumo, hanno devastato la scuola italiana, impedendo
l'assunzione di tutti i precari (come previsto dalla legge <a href="http://www.blogger.com/blogger.g?blogID=5087624977015253994" name="OLE_LINK2"></a><a href="http://www.blogger.com/blogger.g?blogID=5087624977015253994" name="OLE_LINK1"><span style="mso-bookmark: OLE_LINK2;">27 dicembre 2006
(finanziaria 2007) </span></a>e imponendo la formazione di classi di 30, 35 o
anche 40 alunni. Un genitore attento comprende, senza bisogno di ulteriori
spiegazioni, la difficoltà degli insegnanti di fare lezione e di prestare la
dovuta attenzione a ciascun allievo, in una situazione così difficile.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="background: yellow; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%; mso-highlight: yellow;">La continuità didattica è gravemente
messa a rischio</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">
dalla presenza massiccia e costante del precariato che rappresenta una perpetua
reiterazione dell'illegalità di Stato: i precari, vincitori di concorso Siss e
plurititolati, sono sfruttati e poi licenziati alla fine di ogni anno
scolastico (perlopiù a fine Giugno), per poi essere nuovamente assunti nei
primi mesi dell'anno successivo in un'altra istituzione scolastica,
interrompendo in questo modo il progetto educativo intrapreso.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">La
<a href="http://www.blogger.com/blogger.g?blogID=5087624977015253994" name="OLE_LINK4"></a><a href="http://www.blogger.com/blogger.g?blogID=5087624977015253994" name="OLE_LINK3"><span style="mso-bookmark: OLE_LINK4;">spending
review </span></a><span style="color: blue;">(legge 14 agosto 2012 n. 135) </span>del
Governo Monti (Art.l4 comma 17) prevede che gli insegnanti risultati in esubero
dopo la riforma Gelmini siano assegnati per la copertura delle supplenze, anche
quando il <span style="background: yellow; mso-highlight: yellow;">docente non sia
in possesso della relativa abilitazione,</span> inaugurando, quindi, una scuola
in cui tutti possono insegnare tutto, una scuola che disprezza il merito, l'esperienza,
le competenze e i titoli acquisiti in anni di studio e di lavoro.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">È
un paese strano, I'Italia, un paese in cui si parla continuamente di
meritocrazia ma si tagliano fondi all'istruzione senza ritegno e senza
opposizione alcuna (né all'interno del Parlamento né tantomeno nella società
civile); un paese in cui i Ministri dell'Istruzione, e non solo loro, hanno
dichiarato guerra alla scuola pubblica, mentre quella privata è profumatamente
sovvenzionata, al contrario di quanto impone l'Art.33 della Costituzione
italiana "Enti e privati hanno il diritto di istituire scuole ed istituti
di educazione, <span style="color: #c00000;">senza oneri per lo Stato".</span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">L'attacco
decisivo, tuttavia, viene sferzato dal ministro Profumo, e da tutti i partiti
che appoggiano questo Governo, con la proposta e l'imminente approvazione della
legge 953, anche detta ex Aprea (Valentina Aprea è stata sottosegretario del
Ministero dell'Istruzione nell'ultimo governo Berlusconi) che prevede, in
sostanza, la quasi totale privatizzazione della scuola pubblica. Scarseggiando
sempre più i finanziamenti dello Stato, gli Istituti scolastici riceveranno in
alternativa <span style="background: yellow; mso-highlight: yellow;">contributi
economici da parte di soggetti esterni, pubblici e privati</span> (le aziende),
associazioni di genitori e fondazioni. Le conseguenze sono palesi e gravissime.
È chiaro che il soggetto, sia esso un'azienda o un gruppo di <span style="color: #c00000;">genitori benestanti</span>, che "dona" denaro
alla scuola, vorrà in cambio prendere parte alle <span style="background: yellow; mso-highlight: yellow;">decisioni relative al curricolo, all'organizzazione
scolastica, all'acquisto di materiale didattico, persino all'assunzione del
personale.</span> In questo modo viene meno il fine educativo dell'istituzione
scuola, viene violata la libertà di insegnamento, principio sacro che
garantisce I'esistenza di una scuola democratica, che sia di tutti e per tutti;
una scuola per mezzo della quale la Repubblica italiana, secondo quanto
prescritto <span style="background: lime; mso-highlight: lime;">dall'Art.3 della
Costituzione</span>, possa "rimuovere gli ostacoli di ordine economico e
sociale che, limitando di fatto la libertà e l'uguaglianza dei cittadini,
impediscono il pieno sviluppo della persona umana ..." </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Ancor più grave, se
si può, è un'altra conseguenza inevitabile: le scuole italiane, non avendo
fondi statali, non saranno tutte uguali; ci saranno le scuole ricche (poche!) e
quelle povere, le scuole dei ricchi e quelle dei poveri: le prime super accessoriate,
con laboratori, palestre, insegnanti di ruolo che possano garantire la
continuità didattica (ma scelti da chi? Secondo quali criteri?); le altre prive
anche del necessario, ubicate in strutture fatiscenti, <span style="background: yellow; mso-highlight: yellow;">nelle quali le classi pollaio saranno la norma</span>.
Questo è immorale, indegno di un paese che voglia ancora definirsi civile. Una
scuola pubblica che sia veramente tale deve dare a tutti gli allievi gli
strumenti culturali necessari per affrontare la vita e le medesime possibilità
di successo, facendo eventualmente le dovute differenze di merito, non certo di
censo o di estrazione sociale. Ancora, la ex Aprea concede ai Dirigenti
scolastici un potere eccessivo che mette a rischio l'organizzazione collegiale
dell'attività didattica. </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">I presidi, che talvolta già oggi abusano della loro
autorità, potrebbero diventare veri e propri "capi", comportarsi da
despota, imponendo ai docenti di "seguire le direttive" e badare a
non "creare problemi". <span style="color: #c00000;">Il Consiglio
dell'autonomia, </span>previsto dalla legge 953, adotta il <span style="color: #c00000;">Piano dell'offerta formativa (POF)</span> e designa i
componenti del nucleo di autovalutazione necessariamente su proposta del
Dirigente al quale viene conferito anche il potere di gestire le risorse umane.
<span style="background: yellow; mso-highlight: yellow;">È facile prevedere su che
base verrà effettuata la scelta del personale:</span> non più docenti
qualificati ma amici (o amiche!), parenti, adulatori e "clienti" di
ogni genere. Si aggiunga infine che le <span style="color: #c00000;">Conferenze
regionali del sistema educativo, </span>istituite dalle Regioni, stabiliscono i
criteri per la definizione degli organici, per l'integrazione dei disabili e
per la distribuzione dell'offerta formativa. Ciò significa che <span style="background: yellow; mso-highlight: yellow;">l'istruzione dei futuri
cittadini italiani cadrà nelle mani, non sempre linde e immacolate, della
politica</span> che deciderà se, <span style="background: yellow; mso-highlight: yellow;">quando e dove investire, cosa insegnare, quanti docenti assegnare a
ciascuna istituzione scolastica</span>. Provate ad immaginare a quali
nefandezze potrà arrivare una cattiva politica, magari di stampo leghista.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Allora
è il momento di intervenire, tutti insieme, poiché, ricordate, il problema non
è solo dei docenti, è degli studenti, è dei genitori, è degli Italiani tutti.
Uno Stato civile, specie una democrazia, si basa sull'istruzione e sul livello
culturale dei suoi cittadini perché, si sa, un paese ignorante è un paese
povero e poco libero.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Ringraziando
per l'attenzione, porgiamo a tutti Voi distinti saluti.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Docenti in difesa della Scuola Pubblica</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Elvira
Parisi, membro del comitato </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">ampelisca@msn.com</span></b></div>
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Gabryhttp://www.blogger.com/profile/09577347778861108122noreply@blogger.com0tag:blogger.com,1999:blog-5087624977015253994.post-50691257876715817622012-10-07T10:39:00.003+02:002012-10-07T10:40:28.501+02:00La psicologia cognitiva<!--[if !mso]>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYCAueNYJWEzPivKMRYQYyrYHNltz4eucuYmSMtbAGEDsIROz3tAD8FwMUK5QqdCSZUVkC3Q9sTSpNX-pdHIVpAXsbLO7MjkDBflZyeqpE7dv3pjslzUXux8oem-gQWRlWW8AEaUEsEA/s1600/Claude-E.-Shannon-006.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br /></a></div>
<br />
<div align="center" class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVw7S1Irb7DCXT3RSyndJTkCopGarnf6Kb4X1-2ej3nV5cFdSjNgwMxOYQ9sSoduuqiaKlZRoQQbPKBL54HgpN1aSonK4p5QoweXr5hGAruE1a2-Grsq_wSNYCfGlxIPPuiKkdHCdP0A/s1600/George+A+Miller2.jpg.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQGR1xG-vlo2eC4A6u6zEHU_xtHr9rSHNc4oYIZ5-VCtzt5zDYkGLgH9g_M7ZnFZ37y_gMnnnXd3M7SxHx6-0TJeQiYN7GpRW9UXfnUvQswh6AQyihnQHJMXvGIKEK27phXgccHIz53g/s1600/george+a+miller.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a><span style="mso-bookmark: OLE_LINK2;"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 28.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"></span></b></span></span></span><a href="http://www.blogger.com/blogger.g?blogID=5087624977015253994" name="OLE_LINK1"><span style="mso-bookmark: OLE_LINK2;"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 28.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">La <span style="mso-bidi-font-weight: bold;">psicologia cognitiva</span></span></b></span></span></span></a></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">La <span style="mso-bidi-font-weight: bold;">psicologia cognitiva</span> </span></b></span></span></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">è una branca della </span></b></span></span><a href="http://it.wikipedia.org/wiki/Psicologia" title="Psicologia"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">psicologia</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> che ha come obiettivo lo studio dei processi mediante
i quali le </span></b></span></span><a href="http://it.wikipedia.org/wiki/Informazione" title="Informazione"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">informazioni</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> vengono acquisite dal </span></b></span></span><a href="http://it.wikipedia.org/wiki/Coscienza" title="Coscienza"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">sistema cognitivo</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, elaborate, </span></b></span></span><a href="http://it.wikipedia.org/wiki/Memoria" title="Memoria"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">archiviate</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> e recuperate.</span></b></span></span></div>
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<br /></div>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Descrizione </span></b></span></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Essa studia il funzionamento della </span></b></span></span><a href="http://it.wikipedia.org/wiki/Mente" title="Mente"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">mente</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> come elemento intermedio tra il </span></b></span></span><a href="http://it.wikipedia.org/wiki/Comportamento" title="Comportamento"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">comportamento</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> e l'attività cerebrale prettamente </span></b></span></span><a href="http://it.wikipedia.org/wiki/Neurofisiologia" title="Neurofisiologia"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">neurofisiologica</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">. Il funzionamento della mente è assimilato (</span></b></span></span><a href="http://it.wikipedia.org/wiki/Metafora" title="Metafora"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">metaforicamente</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">) a quello di un </span></b></span></span><a href="http://it.wikipedia.org/wiki/Software" title="Software"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">software</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> che elabora informazioni (</span></b></span></span><a href="http://it.wikipedia.org/wiki/Input" title="Input"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">input</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">) provenienti dall'esterno, restituendo a sua volta
informazioni (</span></b></span></span><a href="http://it.wikipedia.org/wiki/Output" title="Output"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">output</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">) sotto forma di rappresentazione della conoscenza,
organizzata in reti semantiche e cognitive.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">La </span></b></span></span><a href="http://it.wikipedia.org/wiki/Percezione" title="Percezione"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">percezione</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, l'</span></b></span></span><a href="http://it.wikipedia.org/wiki/Apprendimento" title="Apprendimento"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">apprendimento</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, il </span></b></span></span><a href="http://it.wikipedia.org/wiki/Ragionamento" title="Ragionamento"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">ragionamento</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, la risoluzione dei problemi, la </span></b></span></span><a href="http://it.wikipedia.org/wiki/Memoria" title="Memoria"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">memoria</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, l'</span></b></span></span><a href="http://it.wikipedia.org/wiki/Attenzione" title="Attenzione"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">attenzione</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, il </span></b></span></span><a href="http://it.wikipedia.org/wiki/Linguaggio" title="Linguaggio"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">linguaggio</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> e le </span></b></span></span><a href="http://it.wikipedia.org/wiki/Emozione" title="Emozione"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">emozioni</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> sono processi mentali studiati dalla psicologia
cognitiva.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Il </span></b></span></span><a href="http://it.wikipedia.org/wiki/Costruttivismo_%28psicologia%29" title="Costruttivismo (psicologia)"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">costruttivismo</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> è stato spesso considerato come una corrente del
cognitivismo, pur mantenendo una sua autonomia; alcuni dei suoi assunti </span></b></span></span><a href="http://it.wikipedia.org/wiki/Epistemologia" title="Epistemologia"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">epistemologici</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> di base sembrano però significativamente differenti
da quelli tradizionali del cognitivismo (</span></b></span></span><a href="http://it.wikipedia.org/wiki/George_Kelly" title="George Kelly"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">George Kelly</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, fondatore della psicologia dei costrutti personali,
amava ripetere: "sfatiamo il mito che il costruttivismo sia collegato al
cognitivismo").</span></b></span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhncAYKl7Mw5qzxXnKXccif5IiZ2ixXLgJBXUVSIe3ImIi7iNjO3bwQrzzVg69kA-boOOqU7j6Kh5TItGD7GOUrCx4kjhf3sLfqONkLgiQH8PZgljFWELRvlwEQVW07Lw91ZiBpuvBfVg/s1600/george++kelly.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" height="613" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhncAYKl7Mw5qzxXnKXccif5IiZ2ixXLgJBXUVSIe3ImIi7iNjO3bwQrzzVg69kA-boOOqU7j6Kh5TItGD7GOUrCx4kjhf3sLfqONkLgiQH8PZgljFWELRvlwEQVW07Lw91ZiBpuvBfVg/s640/george++kelly.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>George Kelly</b></span></span></td></tr>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Cenni storici </span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">La psicologia cognitiva nasce verso
la fine degli </span></b></span></span><a href="http://it.wikipedia.org/wiki/Anni_1950" title="Anni 1950"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">anni cinquanta</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> in parziale contrapposizione al </span></b></span></span><a href="http://it.wikipedia.org/wiki/Comportamentismo" title="Comportamentismo"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">comportamentismo</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">. Quest'ultimo aveva gettato le basi per una
psicologia fondata empiricamente. Il cognitivismo accetta il rigore
metodologico del comportamentismo. Entrambe le discipline, infatti, si basano
su una scientificità di tipo naturalistico, nel comune intento di assimilare lo
studio della mente umana alle scienze naturali. La seconda metà degli </span></b></span></span><a href="http://it.wikipedia.org/wiki/Anni_1950" title="Anni 1950"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">anni cinquanta</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> vide non solo il fiorire di nuove impostazioni
teoriche e procedure sperimentali, ma anche la diffusione di una prospettiva
differente da quella comportamentista dominante negli Stati Uniti: la
prospettiva della psicologia</span></b></span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhReG5ZDPFk0lJnN_IFtITlgQWttbw6Fwx0dH3eyuJuiEQ_kRV1NmHwzSiiFllkHLBXOBykJxzSOKXTcOMEpf0RxX1eHrIlrcnPSa29n8T64J6C7OfPfmYzpE5052CHHXfdkhX_OvKhiA/s1600/Shannon.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhReG5ZDPFk0lJnN_IFtITlgQWttbw6Fwx0dH3eyuJuiEQ_kRV1NmHwzSiiFllkHLBXOBykJxzSOKXTcOMEpf0RxX1eHrIlrcnPSa29n8T64J6C7OfPfmYzpE5052CHHXfdkhX_OvKhiA/s1600/Shannon.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Claude E. Shannon</b></span></span></td></tr>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">cognitiva o del <span style="color: #c00000;">cognitivismo.</span>
Vi confluirono i contributi di discipline diverse: oltre alla <span style="background: lime; mso-highlight: lime;">psicologia sperimentale di impronta
neo - comportamentista, la linguistica</span>, la </span></b></span></span><a href="http://it.wikipedia.org/wiki/Teoria_dell%27informazione" title="Teoria dell'informazione"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">teoria dell'informazione</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> e la </span></b></span></span><a href="http://it.wikipedia.org/wiki/Cibernetica" title="Cibernetica"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">cibernetica</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, le </span></b></span></span><a href="http://it.wikipedia.org/wiki/Neuroscienze" title="Neuroscienze"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">neuroscienze</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> e la </span></b></span></span><a href="http://it.wikipedia.org/wiki/Filosofia_della_mente" title="Filosofia della mente"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">filosofia della mente</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">. Si considera abitualmente come "data di
nascita" del movimento cognitivista il Convegno di Boulder (</span></b></span></span><a href="http://it.wikipedia.org/wiki/Colorado" title="Colorado"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Colorado</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">) del 1955, anche se alcuni fanno retrocedere questa
data al lavoro di </span></b></span></span><a href="http://it.wikipedia.org/wiki/Claude_Shannon" title="Claude Shannon"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Claude Shannon</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> sulla <span style="background: lime; mso-highlight: lime;">teoria dell'informazione</span> del 1948.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Oltre all'impostazione
interdisciplinare, la psicologia cognitiva aveva altri suoi aspetti </span></b></span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRBSJog5bQOhSq-YPHS_FBpPK11ccZonSLoLKOpMmHVQoCAAJtS_17ZIpDQMutMvx5s52OL8n4ADMrsJSWg-ViFibRMmtCfcZ5nT0UQj3EIf4gx8rt5DfvWAogaqzjE-co0NIllP9l0g/s1600/Shannon+Claude.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRBSJog5bQOhSq-YPHS_FBpPK11ccZonSLoLKOpMmHVQoCAAJtS_17ZIpDQMutMvx5s52OL8n4ADMrsJSWg-ViFibRMmtCfcZ5nT0UQj3EIf4gx8rt5DfvWAogaqzjE-co0NIllP9l0g/s1600/Shannon+Claude.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Claude E. Shannon 2</b></span></span></td></tr>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></span></span></div>
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<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">caratteristici. In primo luogo, si interessava dei <span style="color: #c00000;">processi
cognitivi</span> (la <span style="background: lime; mso-highlight: lime;">percezione,
l'attenzione, la memoria, il linguaggio, il pensiero, la creatività),</span>
che erano stati trascurati dai comportamentisti o <span style="background: yellow; mso-highlight: yellow;">considerati come dei prodotti</span> dell'</span></b></span></span><a href="http://it.wikipedia.org/wiki/Apprendimento" title="Apprendimento"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">apprendimento</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">. A questi processi veniva riconosciuta sia
un'autonomia strutturale sia una interrelazione e interdipendenza reciproche.
Un'altra importante caratteristica della <span style="color: #c00000;">psicologia
cognitiva </span>è che la mente è concepita come un elaboratore di informazione,
avente un'organizzazione prefissata di tipo sequenziale e una capacità limitata
di elaborazione lungo i propri canali di trasmissione. L'analogia tra mente e
calcolatore era basata sulle nozioni di informazione, canale, sequenza di
trasmissione ed elaborazione </span></b></span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYCAueNYJWEzPivKMRYQYyrYHNltz4eucuYmSMtbAGEDsIROz3tAD8FwMUK5QqdCSZUVkC3Q9sTSpNX-pdHIVpAXsbLO7MjkDBflZyeqpE7dv3pjslzUXux8oem-gQWRlWW8AEaUEsEA/s1600/Claude-E.-Shannon-006.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYCAueNYJWEzPivKMRYQYyrYHNltz4eucuYmSMtbAGEDsIROz3tAD8FwMUK5QqdCSZUVkC3Q9sTSpNX-pdHIVpAXsbLO7MjkDBflZyeqpE7dv3pjslzUXux8oem-gQWRlWW8AEaUEsEA/s1600/Claude-E.-Shannon-006.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Claude E. Shannon 3</b></span></span></td></tr>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">dell'informazione, strutture di entrata (input) e
uscita (output) dell'informazione dell'elaboratore, strutture di memoria. Per
spiegare tale organizzazione strutturale e funzionale si diffuse l'uso di <span style="background: yellow; mso-highlight: yellow;">diagrammi di flusso,</span>
formati da unità (scatole) e aventi ciascuna compiti definiti (percezione,
attenzione, ecc.) e da vie di comunicazione.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Modelli cognitivi </span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span><a href="http://it.wikipedia.org/wiki/File:TOTE.png"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT; mso-no-proof: yes; text-decoration: none; text-underline: none;"></span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"></span></b></span></span></div>
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<a href="http://it.wikipedia.org/wiki/Psicologia_cognitiva#Modelli_cognitivi" title="Psicologia cognitiva"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Modello TOTE</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">: Test-Operate-Test-Exit (verificare, eseguire,
verificare, terminare), esposto nel testo <i>Piani e struttura del
comportamento</i> di Miller, Pribram, Galanter.</span></b></span></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Nei primi modelli cognitivistici,
l'elaborazione dell'informazione era concepita come un processo che avviene per
stadi consecutivi, terminate le operazioni proprie di uno stadio si passa al
successivo, e così via. Negli anni '70 furono presentati nuovi modelli che
mettevano in evidenza sia la <span style="background: lime; mso-highlight: lime;">possibilità</span>
di </span></b></span></span><a href="http://it.wikipedia.org/wiki/Retroazione" title="Retroazione"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">retroazione</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> di uno stadio di elaborazione su quelli precedenti,
sia la possibilità che si attivassero le operazioni di uno stadio successivo
senza che quelli precedenti avessero già elaborato l'informazione per quanto li
riguardava.</span></b></span></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Un altro aspetto importante fu
l'accentuazione del carattere finalizzato dei processi mentali. Il
comportamento veniva ora concepito come una serie di atti guidati dai processi
cognitivi ai fini della soluzione di un problema, con continui aggiustamenti
per garantire la migliore soluzione. La nozione di <span style="background: lime; mso-highlight: lime;">“retroazione”,</span> feedback, sviluppata dalla </span></b></span></span><a href="http://it.wikipedia.org/wiki/Cibernetica" title="Cibernetica"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">cibernetica</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> divenne centrale in questa concezione del
comportamento orientato verso una meta. Lo psicologo sperimentale del
linguaggio </span></b></span></span><a href="http://it.wikipedia.org/wiki/George_Armitage_Miller" title="George Armitage Miller"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">George Armitage Miller</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, con le sue opere </span></b></span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQGR1xG-vlo2eC4A6u6zEHU_xtHr9rSHNc4oYIZ5-VCtzt5zDYkGLgH9g_M7ZnFZ37y_gMnnnXd3M7SxHx6-0TJeQiYN7GpRW9UXfnUvQswh6AQyihnQHJMXvGIKEK27phXgccHIz53g/s1600/george+a+miller.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" height="522" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQGR1xG-vlo2eC4A6u6zEHU_xtHr9rSHNc4oYIZ5-VCtzt5zDYkGLgH9g_M7ZnFZ37y_gMnnnXd3M7SxHx6-0TJeQiYN7GpRW9UXfnUvQswh6AQyihnQHJMXvGIKEK27phXgccHIz53g/s640/george+a+miller.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>George A. Miller</b></span></span></td></tr>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">determinò un'autentica svolta nella
rappresentazione del comportamento: il comportamento era visto come il prodotto
di una elaborazione dell'informazione, quale è compiuta da un calcolatore, per
lo svolgimento di un piano utile alla soluzione del problema. Il comportamento
non era quindi l'epifenomeno di un arco riflesso (input sensoriale,
elaborazione, output motorio), ma il risultato di un processo di continua
verifica retroattiva del piano di comportamento secondo l'unità TOTE ( test,
operate, test, exit): l'atto finale (exit) non consegue direttamente ad un
input sensoriale o a un comando motorio, ma è il risultato di precedenti
operazioni di verifica (test) delle condizioni ambientali, di </span></b></span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVw7S1Irb7DCXT3RSyndJTkCopGarnf6Kb4X1-2ej3nV5cFdSjNgwMxOYQ9sSoduuqiaKlZRoQQbPKBL54HgpN1aSonK4p5QoweXr5hGAruE1a2-Grsq_wSNYCfGlxIPPuiKkdHCdP0A/s1600/George+A+Miller2.jpg.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVw7S1Irb7DCXT3RSyndJTkCopGarnf6Kb4X1-2ej3nV5cFdSjNgwMxOYQ9sSoduuqiaKlZRoQQbPKBL54HgpN1aSonK4p5QoweXr5hGAruE1a2-Grsq_wSNYCfGlxIPPuiKkdHCdP0A/s640/George+A+Miller2.jpg.jpg" width="428" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>George A. Miller 2</b></span></span></td></tr>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">esecuzione
(operate) intermedie e di nuove verifiche (test). Nel 1967 uscì il libro dello
psicologo statunitense <a href="http://www.blogger.com/blogger.g?blogID=5087624977015253994" name="OLE_LINK4"></a><a href="http://www.blogger.com/blogger.g?blogID=5087624977015253994" name="OLE_LINK3"><span style="mso-bookmark: OLE_LINK4;"></span></a></span></b></span></span><a href="http://it.wikipedia.org/wiki/Ulric_Neisser" title="Ulric Neisser"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Ulric Neisser</span></b></span></span></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></span></span></a><span style="mso-bookmark: OLE_LINK4;"></span><span style="mso-bookmark: OLE_LINK3;"></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, <span style="background: lime; mso-highlight: lime;">“psicologia
cognitiva”,</span> nel quale venivano sintetizzate le ricerche condotte nei
dieci anni precedenti secondo la prospettiva che fu definitivamente chiamata
cognitivistica. La letteratura sperimentale sui processi cognitivi crebbe a
dismisura sostituendo le prospettive passate con la nuova prospettiva che si
diffuse anche in campo della </span></b></span></span><a href="http://it.wikipedia.org/wiki/Psicologia_sociale" title="Psicologia sociale"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">psicologia sociale</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> e della </span></b></span></span><a href="http://it.wikipedia.org/wiki/Psicopatologia" title="Psicopatologia"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">psicopatologia</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">. È comprensibile quindi che nei primi anni '70 si
parlasse ormai di <span style="background: lime; mso-highlight: lime;">rivoluzione
cognitivistica nella ricerca psicologica.</span></span></b></span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgi0EURxe6YoJd7H8O3facjsECP2rnA9k01tlvogOlRQLJnIM7hnHtP7IvfareTdjoFmI_8gNJ2FQVl1U0I0mmXJb4R5zf7cB8y3MF7RyFl5pgQifwItIsErt6dtfQ5mT5uOhuIQZv3kg/s1600/Ulric+Neisser.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgi0EURxe6YoJd7H8O3facjsECP2rnA9k01tlvogOlRQLJnIM7hnHtP7IvfareTdjoFmI_8gNJ2FQVl1U0I0mmXJb4R5zf7cB8y3MF7RyFl5pgQifwItIsErt6dtfQ5mT5uOhuIQZv3kg/s640/Ulric+Neisser.jpg" width="457" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Ulric Neisser</b></span></span></td></tr>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">La revisione degli
anni '70 </span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">A partire dalla seconda metà degli
anni '70 ebbe inizio un'opera di revisione teorica e metodologica all'interno
del cognitivismo, che arrivò fino ad una parziale autocritica su quanto era
stato acquisito nel decennio precedente. Fu ancora </span></b></span></span><a href="http://it.wikipedia.org/wiki/Ulric_Neisser" title="Ulric Neisser"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Neisser</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> a riassumere in un testo del </span></b></span></span><a href="http://it.wikipedia.org/wiki/1976" title="1976"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">1976</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> gli aspetti problematici essenziali emersi nella <span style="background: lime; mso-highlight: lime;">letteratura psicologica
cognitivistica.</span> Neisser affermava che il cognitivismo aveva apportato
nuovi e importanti contributi alla comprensione dei </span></b></span></span><a href="http://it.wikipedia.org/wiki/Processo_cognitivo" title="Processo cognitivo"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">processi cognitivi</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, ma allo stesso tempo era <span style="background: yellow; mso-highlight: yellow;">degenerato in una miriade di esperimenti e di mode</span>,
spesso privi di effettivo valore euristico. Si trattava di modelli</span></b></span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAa-LiBdT4L-1qjz7HiETSo5KgEGe_7tkWTvS_Xhkl3Y9iWPtN3jmRors_urAyNVgXHde1x_JGswiknzZdYG-3mSkxu6LThl2bb7ZUIRSzxuEBfFvrzILWp9mepOw35PRekDzuupZNxg/s1600/Neisser-and-Hyman-June-20111.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" height="533" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAa-LiBdT4L-1qjz7HiETSo5KgEGe_7tkWTvS_Xhkl3Y9iWPtN3jmRors_urAyNVgXHde1x_JGswiknzZdYG-3mSkxu6LThl2bb7ZUIRSzxuEBfFvrzILWp9mepOw35PRekDzuupZNxg/s640/Neisser-and-Hyman-June-20111.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Ulric Neisser e Himan</b></span></span></td></tr>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">generalmente
relativi a situazioni di laboratorio e non estrapolabili a situazioni di
concreto funzionamento della mente nella vita quotidiana ("wild
cognition"); inoltre, avevano un interesse più teorico che realmente
applicativo.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Neisser faceva un continuo
riferimento all'impostazione teorica di <a href="http://www.blogger.com/blogger.g?blogID=5087624977015253994" name="OLE_LINK6"></a><a href="http://www.blogger.com/blogger.g?blogID=5087624977015253994" name="OLE_LINK5"><span style="mso-bookmark: OLE_LINK6;"></span></a></span></b></span></span><a href="http://it.wikipedia.org/wiki/James_Jerome_Gibson" title="James Jerome Gibson"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><span style="mso-bookmark: OLE_LINK5;"><span style="mso-bookmark: OLE_LINK6;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">James Jerome Gibson</span></b></span></span></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><span style="mso-bookmark: OLE_LINK5;"><span style="mso-bookmark: OLE_LINK6;"></span></span></span></span></a><span style="mso-bookmark: OLE_LINK6;"></span><span style="mso-bookmark: OLE_LINK5;"></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> (<i>approccio ecologico</i>), che aveva una
concezione cognitivistica di una costruzione della </span></b></span></span><a href="http://it.wikipedia.org/wiki/Realt%C3%A0" title="Realtà"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">realtà</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> esterna da parte della mente, secondo
un'organizzazione sequenziale dell'elaborazione </span></b></span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiygw9GcHQ3zH75kLrQMYLSHYMwVUYXCexjTj3RP-a0_WYz4iFwhLy3f7agMuUgBQNb_cIkJcemMnUv8sNMuazGg6tDqs57nU7jnY7IVVmsdv4nf5Th-AL_GmMXviq7R7aE2x-CDjY7-A/s1600/gibson++James.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiygw9GcHQ3zH75kLrQMYLSHYMwVUYXCexjTj3RP-a0_WYz4iFwhLy3f7agMuUgBQNb_cIkJcemMnUv8sNMuazGg6tDqs57nU7jnY7IVVmsdv4nf5Th-AL_GmMXviq7R7aE2x-CDjY7-A/s640/gibson++James.jpg" width="539" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b> James <span style="color: blue;"><span style="font-size: large;"><b>Gibson</b></span></span></b></span></span></td></tr>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">dell'informazione, stadio per
stadio, ora invece criticata in base all'assunto che l'organismo nel corso
dell'evoluzione si è dotato di sistemi sempre più economici e adeguati che
consentono un'analisi diretta e immediata della realtà. Il richiamo alla
validità ecologica degli esperimenti cognitivistici; la critica alla
modellistica dei microprocessi e micromodelli all'infinito (le unità di
elaborazione contenevano delle sotto-unità di elaborazione, e queste a loro
volta delle altre, e così via: si trattava dei temi classicamente analizzati
negli studi di HIP - </span></b></span></span><a href="http://it.wikipedia.org/w/index.php?title=Human_Information_Processing&action=edit&redlink=1" title="Human Information Processing (pagina inesistente)"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Human Information Processing</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">); l'esigenza di introdurre nel flusso
dell'elaborazione dell'informazione processi relativamente trascurati, come la <span style="background: lime; mso-highlight: lime;">coscienza e la produzione di
immagini; le innovazioni nel campo dell'informatica e della simulazione su
calcolatore dei processi mentali;</span> le nuove acquisizioni nel campo delle
neuroscienze; tutti questi furono elementi fondamentali che attenuarono
l'interesse per il cognitivismo "classico", o primo cognitivismo, già
a partire da metà degli anni '80.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Il nuovo orientamento </span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Non vedendo realizzata
effettivamente una vera e propria rivoluzione </span></b></span></span><a href="http://it.wikipedia.org/wiki/Paradigma" title="Paradigma"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">paradigmatica</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, nei primi anni '80 molti psicologi finirono con lo
sminuire la rilevanza teorica e metodologica del cognitivismo, <span style="background: yellow; mso-highlight: yellow;">arrivando fino a ritenerlo una
continuazione, anche se in forma più sofisticata, del comportamentismo.</span>
Si diceva che aveva solo aggiunto dei processi intermedi tra lo stimolo e la
risposta, ma il paradigma rimaneva sempre quello comportamentista. In questo
contesto di riflessioni autocritiche da una parte, e di nuove acquisizioni in
discipline di confine dall'altra, si sviluppò il nuovo orientamento della
“Scienza Cognitiva”.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Il cognitivismo oggi </span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">La psicologia cognitiva è oggi una
scienza fortemente multidisciplinare, che si avvale dei metodi, degli apparati
teorici e dei dati empirici di numerose altre discipline, tra le quali: la </span></b></span></span><a href="http://it.wikipedia.org/wiki/Psicologia" title="Psicologia"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">psicologia</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, la </span></b></span></span><a href="http://it.wikipedia.org/wiki/Linguistica" title="Linguistica"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">linguistica</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, le </span></b></span></span><a href="http://it.wikipedia.org/wiki/Neuroscienze" title="Neuroscienze"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">neuroscienze</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, le </span></b></span></span><a href="http://it.wikipedia.org/wiki/Scienze_sociali" title="Scienze sociali"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">scienze sociali</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> e della </span></b></span></span><a href="http://it.wikipedia.org/wiki/Comunicazione" title="Comunicazione"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">comunicazione</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, la </span></b></span></span><a href="http://it.wikipedia.org/wiki/Biologia" title="Biologia"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">biologia</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, l'</span></b></span></span><a href="http://it.wikipedia.org/wiki/Intelligenza_artificiale" title="Intelligenza artificiale"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">intelligenza artificiale</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> e l'</span></b></span></span><a href="http://it.wikipedia.org/wiki/Informatica" title="Informatica"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">informatica</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, la </span></b></span></span><a href="http://it.wikipedia.org/wiki/Matematica" title="Matematica"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">matematica</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, la </span></b></span></span><a href="http://it.wikipedia.org/wiki/Filosofia" title="Filosofia"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">filosofia</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> e la </span></b></span></span><a href="http://it.wikipedia.org/wiki/Fisica" title="Fisica"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">fisica</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">.</span></b></span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHUiYHsrPqEHMgRmSuKenx-Xuy_STmlCuCZvLtXvMWO5o73fzUebFws6wvIRNNCqDnlo9yKyYILrwQuY55jL_z-ZfiJXSJQqYLK_fDqz-yibVn5r6E-11M5MwcEc113hSBMD_ZlwfBIA/s1600/albert+bandura.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHUiYHsrPqEHMgRmSuKenx-Xuy_STmlCuCZvLtXvMWO5o73fzUebFws6wvIRNNCqDnlo9yKyYILrwQuY55jL_z-ZfiJXSJQqYLK_fDqz-yibVn5r6E-11M5MwcEc113hSBMD_ZlwfBIA/s640/albert+bandura.jpg" width="638" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Albert Bandura</b></span></span></td></tr>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Dal punto di vista </span></b></span></span><a href="http://it.wikipedia.org/wiki/Filosofia" title="Filosofia"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">filosofico</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, la psicologia cognitiva assume la posizione </span></b></span></span><a href="http://it.wikipedia.org/wiki/Ontologia" title="Ontologia"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">ontologica</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> del </span></b></span></span><a href="http://it.wikipedia.org/wiki/Realismo_critico" title="Realismo critico"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">realismo critico</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, secondo la quale viene accettata l'esistenza di una
realtà esterna strutturata, ma allo stesso tempo viene rifiutata la possibilità
di conoscerla completamente. Questa premessa teorica lo distingue nettamente
dal movimento comportamentista: <span style="background: yellow; mso-highlight: yellow;">l'oggetto di studio non è più (soltanto) il comportamento umano</span>,
bensì gli stati o processi mentali, precedentemente considerati interni ad una </span></b></span></span><a href="http://it.wikipedia.org/wiki/Modello_black_box" title="Modello black box"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><i><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">black box</span></i></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> (o <i><span style="background: lime; mso-highlight: lime;">scatola nera</span></i><span style="background: lime; mso-highlight: lime;">)
insondabile e non conoscibile scientificamente.</span></span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Tale presa di posizione nei
confronti dello studio dell'attività mentale si traduce concretamente
nell'affermarsi della concezione di comportamento umano come risultato di un </span></b></span></span><a href="http://it.wikipedia.org/wiki/Processo_cognitivo" title="Processo cognitivo"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">processo cognitivo</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> di elaborazione delle informazioni articolato e
variamente strutturato (</span></b></span></span><a href="http://it.wikipedia.org/w/index.php?title=Information_processing&action=edit&redlink=1" title="Information processing (pagina inesistente)"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">information
processing</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">).</span></b></span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgq_GANG8O4jOTZOzcC8aYNG6f7XkOXoyM8ToYPefX7gn2xTZqpGCw6sxRujubpDprjuP3OL93pEMaMRep6K_6MrJQo2O0SKYz3uIlmqhJg5b_-Mlu-cUKOW2tWZVdZBmMh-MbVzV4QiQ/s1600/albert+bandura.1.jpg.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgq_GANG8O4jOTZOzcC8aYNG6f7XkOXoyM8ToYPefX7gn2xTZqpGCw6sxRujubpDprjuP3OL93pEMaMRep6K_6MrJQo2O0SKYz3uIlmqhJg5b_-Mlu-cUKOW2tWZVdZBmMh-MbVzV4QiQ/s1600/albert+bandura.1.jpg.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Albert Bandura 2</b></span></span></td></tr>
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<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Gli esiti più recenti dell'analisi
dei processi cognitivi, incentrano queste dinamiche nei contesti sociali in cui
si sviluppa il pensiero. Questo approccio basato sul cognitivismo, definito
come </span></b></span></span><a href="http://it.wikipedia.org/wiki/Teoria_sociale_cognitiva" title="Teoria sociale cognitiva"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">teoria sociale cognitiva</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, studia infatti l'interazione tra cognizione e
contesto sociale. La teoria sociale cognitiva riveste un ruolo molto importante
sul versante di studio della </span></b></span></span><a href="http://it.wikipedia.org/wiki/Personalit%C3%A0" title="Personalità"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">personalità</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">. Una elevata importanza in questo nucleo teorico è
attribuita alle riflessioni di </span></b></span></span><a href="http://it.wikipedia.org/wiki/Albert_Bandura" title="Albert Bandura"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Albert Bandura</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">. Dai concetti elaborati da Bandura, hanno preso il
via </span></b></span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbOh2RnXJXCYHj_82aTJeOkyIaGYm56t9rdevKTbKJSZVWtJtFtwTcP8hknEMnfFuCICNagGmrb8lV_7n__rQxy-E1uEA1FWNGL6UDRE8hFfFXyrs-V7dnTxKqdG0wZl5V5ctQqBetvA/s1600/Guidano2.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbOh2RnXJXCYHj_82aTJeOkyIaGYm56t9rdevKTbKJSZVWtJtFtwTcP8hknEMnfFuCICNagGmrb8lV_7n__rQxy-E1uEA1FWNGL6UDRE8hFfFXyrs-V7dnTxKqdG0wZl5V5ctQqBetvA/s1600/Guidano2.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Vittorio Guidano</b></span></span></td></tr>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></span></span></div>
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<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">numerosi altri ricercatori, costituendo una corrente di pensiero che prende
le mosse dal cognitivismo, <span style="background: lime; mso-highlight: lime;">costruendo
un'analisi dei processi cognitivo-emotivi,</span> incentrata sui contesti
sociali che vedono tali processi esprimersi attraverso le condotte.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Un altro punto di riferimento nel
panorama del cognitivismo contemporaneo è, nel campo della </span></b></span></span><a href="http://it.wikipedia.org/wiki/Psicologia" title="Psicologia"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">psicologia</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> e della </span></b></span></span><a href="http://it.wikipedia.org/wiki/Psicoterapia" title="Psicoterapia"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">psicoterapia</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, il </span></b></span></span><a href="http://it.wikipedia.org/wiki/Cognitivismo_post-razionalista" title="Cognitivismo post-razionalista"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">cognitivismo
post-razionalista</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> di </span></b></span></span><a href="http://it.wikipedia.org/wiki/Vittorio_Guidano" title="Vittorio Guidano"><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Vittorio Guidano</span></b></span></span><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"></span></span></a><span style="mso-bookmark: OLE_LINK7;"><span style="mso-bookmark: OLE_LINK8;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">. Egli, rielaborando i contributi teorici e
sperimentali offerti da numerose altre discipline, apporta importanti
contributi allo <span style="background: lime; mso-highlight: lime;">studio
dell’evoluzione della mente umana, con risvolti innovativi nei campi
dell’epistemologia, della psicologia sperimentale e della psicopatologia.</span></span></b></span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimr67vJhNVDBFmMbDjR7Yge1s6mdwPQ-40R98GhKGtDodhlyQ7QCalo1dZfuL1NzPFkIuxpx8cd3ltWtp014IHUeh5zAm3KCAciC9A0RJ0TwxPzj1hFBFWJAkAcfooPx0A2lI1jzmIXQ/s1600/Vittorio_Guidano2.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimr67vJhNVDBFmMbDjR7Yge1s6mdwPQ-40R98GhKGtDodhlyQ7QCalo1dZfuL1NzPFkIuxpx8cd3ltWtp014IHUeh5zAm3KCAciC9A0RJ0TwxPzj1hFBFWJAkAcfooPx0A2lI1jzmIXQ/s1600/Vittorio_Guidano2.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Vittorio Guidano 2</b></span></span></td></tr>
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Gabryhttp://www.blogger.com/profile/09577347778861108122noreply@blogger.com1tag:blogger.com,1999:blog-5087624977015253994.post-73081332809188229842012-09-28T20:00:00.001+02:002012-09-28T20:00:46.233+02:00LA SCORCIATOIA DELLE EMOZIONI<!--[if gte mso 9]><xml>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVFew_Cl5wybE5R2duS6DT1dXFUKhRWrPRRfTiqEA1zfo1eN4gdgaWmpF1PiggbUupmryPWaSM9iQzxRswBsoIoYc1Km3Ip_E7rpKnQ2VNhRbfeo3xBB2fRO8G8hvB_Q9ZfS1IK3w__Q/s1600/Alberto-Oliverio.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrU5QCjMAynEB-CwJBgQR9G0vTqtnTPGKKlHQdyRJc3Og18QV6Nbvs9SQ0Cr0ZANjabU0ENHwIAtFXeyVlcwMkN6SEK87ZnjltK7j9VLKdqbrJWvWPqnv_sOA_exUMnIRZZEUVfkRFfQ/s1600/CORTECCIA+FRONTALE+ED+EMOZIONI.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a><span style="font-size: x-large;"><b><span style="color: red; font-family: "Arial Black","sans-serif";">LA SCORCIATOIA DELLE EMOZIONI</span></b></span></div>
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<br /></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic;">Il cervello elabora le risposte emotive
in 12 millesimi di secondo; quelle razionali in un tempo doppio. Per questo le
emozioni ci mettono nei guai.</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"></span></b></div>
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<br /></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Stava uscendo
dalla chiesa addobbata di fiori; al braccio la donna appena sposata dopo un
lungo corteggiamento. Le campane suonavano a festa, intorno c'erano parenti e
amici; Gunny, americano cinquantenne, rideva spensierato. Poi lo scoppio, per
il ritorno di fiamma di un'auto. Nonostante non indossasse la tuta mimetica ma
1'abito scuro, e benché non fosse nell'umida foresta asiatica, Gunny si sentì
afferrare dal terrore: e, come aveva fatto 35 anni prima in caso di imboscate
dei Vietcong, sentendo nelle orecchie il rumore delle armi si buttò in una
siepe. Giusto in tempo per capire che quella paura non era più attuale. Eppure
l'emozione era stata tanto forte da farlo agire d'istinto, inconsciamente,
senza pensare.</span></b></div>
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<br /></div>
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<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiapz9zVM4Av4Y-wNIDXtR8PgHOhMSuos1-kJEOw-hEW_b2NJ1bW_5XSI_9DHYeDfhEmDHe23XabtgExpeClCbZ1hdN2OLCwN7J2pui6DLQodgLLVH6sJAniWxqMfqzNmpZEAeEBDp8Q/s1600/Cerv.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="469" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiapz9zVM4Av4Y-wNIDXtR8PgHOhMSuos1-kJEOw-hEW_b2NJ1bW_5XSI_9DHYeDfhEmDHe23XabtgExpeClCbZ1hdN2OLCwN7J2pui6DLQodgLLVH6sJAniWxqMfqzNmpZEAeEBDp8Q/s640/Cerv.JPG" width="640" /></a></span></b></div>
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<b><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Automatismi</span></b><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> - </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Le emozioni
d'altronde scavalcano quasi sempre il cervello razionale. Lo invadono di
sentimenti forti, danno determinazione e impulsività ai nostri pensieri, li
agitano e li forzano. A chi non è capitato di fare un balzo di spavento per
uno scherzo stupido, o di fare una scenata eccessiva a un parente perché era
"di cattivo umore"? È in momenti come questi che le emozioni
diventano incontrollabili. Come mai?</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Studiando il
percorso delle informazioni dall’orecchio all'amigdala, <span style="background: yellow; mso-highlight: yellow;">Joseph LeDoux,</span> neuroscienziato
di New York, ha scoperto una scorciatoia delle emozioni, ereditata
direttamente dai primi animali privi di corteccia (il luogo del pensiero
razionale) e particolarmente utile alla sopravvivenza. Il rumore dello scoppio
entrato <span style="color: blue;">nell'orecchio</span> di Gunny era andato <span style="color: blue;">al talamo</span>, ma da qui una parte dell’informazione era
passata direttamente <span style="color: blue;">all'amigdala</span>, una parte
del cervello più antica, dove quel rumore era indissolubilmente legato alle emozioni
vissute, agli scoppi, alle carneficine del Vietnam, tanto da far scattare
immediatamente una reazione di difesa. Secondo i calcoli di LeDoux, per questa
via il messaggio estremamente semplificato (grosso modo
"scoppio=sparo=morte'') ci mette <span style="background: yellow; mso-highlight: yellow;">12 millesimi di secondo</span> a innescare la risposta di
fuga. La metà del tempo necessario per il percorso completo, che passa per la
corteccia e aggiunge le informazioni della ragione, del tipo "Non si
vedono Vietcong, e neppure fucili", che <span style="background: yellow; mso-highlight: yellow;">richiedono 24 mll secondi</span> per essere elaborate. E
Gunny nel frattempo è già nel cespuglio.</span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1yMV1zuLG5LN3H78nLLKGbHmLbRQ2vflr_0NwaB4SEYyC09DaEUysZaj2EdSCr_oq_hkY7gXVDQHzVmRb2O-etjGdLhEFEWI0isqdZiaV1KzYXuEGkgdv1LCP8pX-JiJBpCUGAdd00Q/s1600/IL+SISTEMA+LIMBICO.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1yMV1zuLG5LN3H78nLLKGbHmLbRQ2vflr_0NwaB4SEYyC09DaEUysZaj2EdSCr_oq_hkY7gXVDQHzVmRb2O-etjGdLhEFEWI0isqdZiaV1KzYXuEGkgdv1LCP8pX-JiJBpCUGAdd00Q/s1600/IL+SISTEMA+LIMBICO.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Rapporti del sistema limbico</b></span></span></td></tr>
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<b><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Vita di relazione</span></b></div>
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<span style="color: windowtext; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Lì nell'amigdala sembrano esserci anche le spiegazioni di
tante risposte inadeguate della vita di relazione. Ci sono i motivi che ci
fanno decidere, già nei primi secondi di un neonato, se una persona ci piace
oppure no; se una serata in compagnia andrà bene o male; se un dipendente da
assumere fa o no al caso nostro. In un tempo di millisecondi non entra 1'elaborazione
ragionevole della corteccia e i suoi motivi logici e razionali. Le prime
impressioni sono quelle ingannevoli dell'amigdala. E poiché l'amigdala sceglie
in base al metodo associativo di elementi del presente con quelli del passato
può succedere che l'antipatia istintiva provata verso una nuova conoscenza
sia dovuta più al colore dei suoi capelli (rossi come quelli del burbero vicino
della nonna memorizzati nell'infanzia) che a razionali motivi di sospetto. E
quei ricordi dell'infanzia. superati e inconsci, ispirano comportamenti spesso
immotivati. </span></h1>
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<span style="color: windowtext; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> </span></h1>
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<b><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">il lato nascosto della mente</span></b></div>
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<b><span style="background: yellow; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-highlight: yellow;">Esempio n. 1</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> Una signora composta ed elegante esce dalla chiesa
dove ha assistito al matrimonio di sua figlia. All'improvviso si mette a urlare
come una forsennata e abbraccia il signore che stava salutando. Solo dopo
"si accorge" di cosa le ha fatto compiere quel gesto inopportuno: la
paura di <span style="background: yellow; mso-highlight: yellow;">un serpente </span>intravisto
con la coda dell'occhio. Serpente peraltro di gomma, portato da un nipotino
birichino.</span></b></div>
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<b><span style="background: yellow; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-highlight: yellow;">Esempio n. 2</span></b><b style="mso-bidi-font-weight: normal;"><span style="background: yellow; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-highlight: yellow;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Partita di calcio, mischia in area. Da una selva di
gambe, il centravanti vede schizzare, velocissimo, davanti ai suoi piedi, un
pallone. <span style="background: yellow; mso-highlight: yellow;">Non ha neppure il
tempo di pensare </span>a che cosa deve fare. Ma lo tocca. E fa gol! </span></b></div>
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<b><span style="background: yellow; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-highlight: yellow;">Esempio n. 3</span></b><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">.</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> Il signor Rossi va a votare. Come sempre, fa con
convinzione la croce sul simbolo del suo partito preferito. E’, convinto di
avere fatto la scelta giusta, razionale. Non è vero. Se potesse leggere il suo
inconscio scoprirebbe che ha votato quel partito solo per <span style="background: yellow; mso-highlight: yellow;">distinguersi dal padre</span>,
fedele votante del partito rivale. O che lo ha fatto spinto da un pregiudizio
tipico, del suo ambiente, acquisito quando aveva 5 anni. In tutte queste
situazioni ad averci spinto ad agire non e stata la parte razionale cosciente
della nostra mente, ma un lato nascosto, che sfugge al nostro controllo e che
non sempre ci fa fare ciò che poi vorremmo aver fatto. Talvolta è un
pregiudizio diffuso o un antico ricordo che agisce, senza che ce ne accorgiamo,
sulle nostre scelte, talvolta un’emozione, capace di scavalcare qualsiasi
ragionamento logico. In altri casi, dicono gli scienziati, l’inganno è ancora
più clamoroso: siamo convinti di essere coscienti di azioni di cui, nel 90% dei
casi, siamo solo attori.<span style="mso-spacerun: yes;"> </span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic;">Freud aveva ragione</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic;">I ricordi cancellati e l'inconscio condizionano la
nostra vita e le nostre scelte apparentemente più coscienti: ecco perché le
ultime ricerche danno ragione a <span style="color: red;">Freud. </span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Il primo a
teorizzare, alla fine dell'800, l'esistenza di una parte della mente che
sfugge al nostro controllo razionale fu Freud: secondo il neurologo austriaco
il nostro comportamento è dovuto a un guazzabuglio di emozioni, pulsioni e
motivazioni legate a tracce lasciate nell'infanzia e diventate non coscienti.
Ma buona parte <span style="color: blue;">dei neuroscienziati ha guardato con
sospetto le idee di Freud</span> perché non verificabili con il metodo
sperimentale. Oggi però le neuroscienze stanno dimostrando che l'inconscio
esiste e che Freud aveva ragione. Prendiamo per esempio la repressione: secondo
Freud i ricordi indesiderati e spiacevoli possono essere deliberatamente
dimenticati. L'anno scorso Michael Anderson e Collin Green dell'University of
Oregon hanno dimostrato che la repressione esiste, ed è molto frequente. In
laboratorio, in condizioni controllate, hanno "imitato" la
repressione dimostrando che se si cerca deliberatamente di dimenticare alcuni
vocaboli, successivamente si ha difficoltà a ricordarli, anche se qualcuno ci
promette denaro.</span></b></div>
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<b><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Moglie o mamma?</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Se
poi pensate che la scelta del partner sia dovuta a fattori contingenti, vi
illudete. Anche in questo caso l'inconscio vi ha giocato uno scherzo. Vi
ricordate il complesso di Edipo di Freud? Tutti i bambini, diceva, si
innamorano del genitore dell'altro sesso. David Perrett del1'University of St.
Andrews, in Scozia, ha dimostrato che ad attirarci sessualmente da adulti
sarebbero proprio i visi che più ci ricordano i nostri genitori quando li
abbiamo conosciuti. Insomma, impareremmo che cosa cercare in un partner
guardando mamma e papà durante l'infanzia. Sono solo alcuni esempi in cui
Freud sembra aver trovato alleati anche al di fuori della psicanalisi. Ma la
stessa psicanalisi ha rivisto profondamente il modo di intendere l'inconscio.
Spiega Vittorio Lingiardi, psichia<span style="mso-bidi-font-style: italic;">tra
e </span>psicanalista che insegna a Roma: «Secondo Freud era un po' come la
"cantina della mente": il magazzino in cui nascondiamo le cose
spiacevoli, che non ci piace ricordare. Oggi, invece, anche per la psicanalisi
è diventato una fucina di pensieri e di emozioni in cui le nostre esperienze
sono rielaborate in continuazione». Un po' come accade con i ricordi,
influenzati in continuazione da emozioni, associazioni affettive e dalla
situazione in cui ci troviamo a ricordare. I più pensano che la memoria sia una
specie di ripostiglio dove possono essere archiviati i ricordi richiamabili
alla coscienza quando serve. </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Le
memorie non dichiarate</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">In realtà
esistono particolari tipi di ricordi, detti <span style="background: yellow; mso-highlight: yellow;">"memorie implicite</span>", di cui non siamo
consapevoli, che influenzano fin dalla nascita lo sviluppo della personalità.
Prima della <span style="background: yellow; mso-highlight: yellow;">maturazione
dell'ippocampo</span>, il cervello registra le abilità gestuali, le
acquisizioni per condizionamento (se cadi, ti fai male) e forse anche nomi e
significati degli oggetti soltanto come <span style="background: yellow; mso-highlight: yellow;">"abilità non consapevoli".</span> Ma non è solo
un problema di maturazione dell'ippocampo. Nel nostro database inaccessibile
ci sono tutti i "ricordi" di quando non sapevamo ancora parlare e
descrivere emozioni e stati d'animo. Harlene Hayne e Gabrielle Simcock,
psicologhe del1'University of Otago (Nuova Zelanda), sono convinte che anche
se non si ricordano gli eventi della prima infanzia, essi sono ancora li. Quello
che ci manca è il catalogatore per raggiungerli: <span style="color: blue;">il
vocabolario</span>. Le ricercatrici hanno fatto giocare alcuni bimbi con uno
strumento complesso. Quando, un anno dopo, li hanno interrogati, i bambini
hanno risposto usando il vocabolario di cui disponevano l'anno prima. «In un
anno avevano acquisito un vocabolario molto più completo, ma non erano in grado
di usarlo per descrivere l'esperienza dell'anno precedente» dice Hayne. Eppure
il ricordo dell'esperienza era li: quando ai bambini fu mostrata una foto del
gioco, erano in grado di dimostrare come ci avevano giocato. La loro abilità
di ricordare era superiore alla loro capacità di parlarne. «Il linguaggio
funziona come un sistema di catalogazione per la memoria» dice Hayne. «Le
esperienze che precedono la possibilità di catalogarle con il linguaggio spariscono,
perché non hanno indice. <span style="background: yellow; mso-highlight: yellow;">Il
volume è nello scaffale, ma solo il caso lo fa trovare».</span></span></b></div>
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<b><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYWLDod1hBY7k1xIWktHrr9SugU7WXWjUlqT9b-IiCN6CksiUAM-GL4VyyUgeX-h5JHi3eG22BXW4IhxU7ni-SuRJcLXn4POM7HfYPcEnC4v9fnF345UaOvu_Y38xE4mAdqOUcgBBe7Q/s1600/IPOTALAMO+ED+EMOZIONI.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYWLDod1hBY7k1xIWktHrr9SugU7WXWjUlqT9b-IiCN6CksiUAM-GL4VyyUgeX-h5JHi3eG22BXW4IhxU7ni-SuRJcLXn4POM7HfYPcEnC4v9fnF345UaOvu_Y38xE4mAdqOUcgBBe7Q/s1600/IPOTALAMO+ED+EMOZIONI.jpg" /></a></span></b></div>
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<b><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Ripercussioni</span></b><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Buona parte di
ciò che facciamo lo dobbiamo proprio alle <span style="color: blue;">memorie
implicite</span>. Spiega <span style="color: blue;">Alberto Oliverio,</span>
direttore dell'Istituto di Psicobiologia del Cnr: «Quando guidiamo l'auto, andiamo
in bici o manipoliamo oggetti, in realtà usiamo una serie molto complessa di
aggiustamenti motori senza rendercene conto». Anzi, li usiamo così bene
proprio perché non ce ne rendiamo conto: se dovessimo comportarci al volante
come alla prima lezione di guida (adesso metto in folle; accendo il motore;
metto la freccia; inserisco la prima e schiaccio l'acceleratore) il traffico
sarebbe lento e faremmo più incidenti. Abbiamo imparato davvero qualcosa
quando dimentichiamo di conoscerla. Ma l'inconscio agisce ancora più
profondamente.</span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVFew_Cl5wybE5R2duS6DT1dXFUKhRWrPRRfTiqEA1zfo1eN4gdgaWmpF1PiggbUupmryPWaSM9iQzxRswBsoIoYc1Km3Ip_E7rpKnQ2VNhRbfeo3xBB2fRO8G8hvB_Q9ZfS1IK3w__Q/s1600/Alberto-Oliverio.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVFew_Cl5wybE5R2duS6DT1dXFUKhRWrPRRfTiqEA1zfo1eN4gdgaWmpF1PiggbUupmryPWaSM9iQzxRswBsoIoYc1Km3Ip_E7rpKnQ2VNhRbfeo3xBB2fRO8G8hvB_Q9ZfS1IK3w__Q/s1600/Alberto-Oliverio.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Alberto Oliverio</b></span></span></td></tr>
</tbody></table>
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<b><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Autoinganno</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Dice Oliverio:
«A volte estendiamo alcune caratteristiche di una persona che ci è simpatica o
antipatica ad altre convinti inconsciamente che alcuni tratti somatici siano
tipici della simpatia». Forse è proprio per questo che la prima impressione,
"a pelle", ci influenza più di quelle successive. Per quanto ci
riguarda, invece, amiamo idealizzarci. Se un attore, alla fine di un monologo,
viene fischiato, può dare la colpa alla sua cattiva recitazione o all'ignoranza
del pubblico. La prima ipotesi è razionale ma dolorosa. La seconda, non fa
soffrire ma nega la realtà. Di noi ci piace pensare che siamo buoni, bravi,
onesti. L'inconscio però sa la verità. «La coscienza è una facciata per ingannare
gli altri e noi stessi. <span style="background: yellow; mso-highlight: yellow;">La
verità è nell'inconscio</span>» dice Robert Trivers della Rutgers University
(Usa). «L'autoinganno ha una sua utilità: se riesci a convincerti che sei il
migliore, bluffi meglio. Mentre se conosci le tue debolezze, le condizioni competitive
ti mettono in difficoltà. Insomma, <span style="background: yellow; mso-highlight: yellow;">meglio credere di essere i migliori, anche se non è vero».</span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">I meccanismi di difesa</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">E
se i meccanismi di difesa individuati da Sigmund Freud (repressione dei ricordi
sgraditi ecc.) fossero causati da problemi della corteccia cerebrale destra?
Lo sostiene V S. Ramachandran, docente di neuroscienze a San Diego, che ha
studiato pazienti che rifiutano di accettare i sintomi di paralisi degli arti
dovute a lesioni all'emisfero sinistro. Sulla sedia a rotelle sono convinti di
muoversi a loro piacere, mentre conservano la coscienza di altri mali non
neurologici.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Secondo
Ramachandran, infatti, l'emisfero sinistro è "conservatore",
incorpora ogni nuovo dato in modo da avere una visione del mondo coerente coi
ricordi già immagazzinati ed esclude i dati minacciosi. L'emisfero destro
invece rileva tutte le incongruenze e costringe il sinistro a rivedere il
proprio modello di realtà<span style="background: yellow; mso-highlight: yellow;">.
Ma se l'emisfero destro è danneggiato non si possono vedere le incongruenze</span>.
Questo capita non solo ai pazienti di Ramachandran, ma anche ai nevrotici. </span></b></div>
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<b><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">I Lapsus</span></b></div>
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<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Anche </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">quando il ricordo sembra perfettamente cosciente
non corrisponde mai a ciò che è veramente successo, perché è influenzato da
variabili emotive. Lo dimostra l'esperimento del foulard di Edouard Claparède,
psicologo svizzero che all'inizio del '900 fece interrompere una lezione per 20
secondi da un disturbatore con un foulard bianco e marrone. Foulard che nelle
descrizioni dei testimoni divenne rosso, come "deve" essere un foulard
rivoluzionario. L'inconscio gioca scherzi anche con lapsus e atti mancati nei
quali, senza volerlo, diciamo o facciamo ciò che volevamo nascondere. «Un mio
paziente perdeva sempre la carta d'identità nei periodi di crisi» dice Vittorio
Lingiardi, psichiatra e psicanalista. Un altro, che in seduta non riusciva a
raccontare di sé, dimenticava da me l'agenda o le chiavi di casa, come a dire
che una parte di lui era disponibile a farsi conoscere". <span style="background: yellow; mso-highlight: yellow;">Tutte "verità" che
superano il controllo della coscienza.</span></span></b></div>
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Gabryhttp://www.blogger.com/profile/09577347778861108122noreply@blogger.com0tag:blogger.com,1999:blog-5087624977015253994.post-42694805148535590032012-09-28T17:29:00.001+02:002012-09-28T19:08:01.492+02:00Il cervello bimodale<!--[if gte mso 9]><xml>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDuSPtT8HQTloqvBG19ZNnG5x9V4QNR1btAqsnTWUO9M4U0BVnot6kMUnJ2QGqpwSZkkErhtuzTQc7uWTsR4rkmhNcQtgsfO8b2_rmKBOAt2jfUQTQpQXrSK5dMDUYaKFNluxWQbqClQ/s1600/Le+due+aree+del+linguaggio.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br /></a></div>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEil5gRJOu0X8gtcv6G-0JcayMqSBkYLlGCVrPCy7d1xUeEE6dCYXewakbfRcrqQBMPUImEcZW7r45FNMoKyG4GGvNibmRPO0RjGWoxntgqSmxE6XIy8RzbV8RXvy1N683lPMvfp1zWszw/s1600/Lesione+dello+splenio,+incapacit%C3%A0+alla+lettura.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br /></a></div>
<br /></div>
<div style="text-align: center;">
<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 28.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Il cervello bimodale</span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">I due emisferi cerebrali rappresentano simbolicamente un modello <span style="background: yellow; mso-highlight: yellow;">di "coppia di opposti"</span>
che interagiscono sinergicamente e costituiscono di fatto una unica unità
funzionale per l’adattamento e lo sviluppo del "sistema uomo". </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Uno degli aspetti più interessanti e peraltro ben poco
chiari del nostro cervello riguarda la caratteristica configurazione dicotomica
della corteccia cerebrale rappresentata dai suoi due emisferi.</span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br /> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGP7k9XmDQBm3Z70XXfUjufJ7-a_5503BTgzAtogIFFmyV33siPhxdFjqbIT0XxWRuxVrctVGh_f6v6mb2aOUeEwiqxaDBCtzlfaMqwB_Uu16Ovi3uwT0z5KuS6PHcnsL6w1sJFuL-4w/s1600/cervello+-+differenze+evolutive+2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGP7k9XmDQBm3Z70XXfUjufJ7-a_5503BTgzAtogIFFmyV33siPhxdFjqbIT0XxWRuxVrctVGh_f6v6mb2aOUeEwiqxaDBCtzlfaMqwB_Uu16Ovi3uwT0z5KuS6PHcnsL6w1sJFuL-4w/s1600/cervello+-+differenze+evolutive+2.jpg" /></a></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Gli emisferi cerebrali destro e sinistro sono le strutture nervose più recenti <span style="background: lime; mso-highlight: lime;">(neocortex)</span> dal punto vista
filogenetico, sono quasi identiche e poste in maniera speculare l’una rispetto
all’altra; gli emisferi "parlano" tra di loro tramite un enorme
fascio di fibre che li collega, chiamato <span style="background: lime; mso-highlight: lime;">corpo calloso;</span> molte informazioni sul loro
funzionamento provengono dallo studio di pazienti che avevano subito la
resezione chirurgica di queste fibre e che conseguentemente incarnavano un
specie di <span style="background: lime; mso-highlight: lime;">"cervello
diviso".</span><br />
L’emisfero sinistro controlla i movimenti e la sensibilità della parte destra
del corpo e viceversa, ciò è dovuto al fatto che le fibre nervose provenienti
dai due emisferi cerebrali si incrociano a livello del midollo allungato (la
parte terminale dell’encefalo). </span></b></div>
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<br /></div>
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<br /></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7bSJghDY68hoMLMRMijLKMnczqHrUd6KGdlOHXzMzzhwEs_1_9tBpKMHz3QoucvSZHFKnIvBN4FKBqBY4CRtsK1ZAV3Bg_PQdH4LBzuE99-wt2OOvYT0U0Ap9qx8pKbi6eSBBW3_s9w/s1600/Cervello+e+coscienza.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7bSJghDY68hoMLMRMijLKMnczqHrUd6KGdlOHXzMzzhwEs_1_9tBpKMHz3QoucvSZHFKnIvBN4FKBqBY4CRtsK1ZAV3Bg_PQdH4LBzuE99-wt2OOvYT0U0Ap9qx8pKbi6eSBBW3_s9w/s1600/Cervello+e+coscienza.jpg" /></a></span></b></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">I due emisferi differiscono anche per
dimensione: <span style="background: lime; mso-highlight: lime;">l’emisfero destro
sembrerebbe essere più pesante e con la corteccia più spessa;</span> <span style="background: aqua; mso-highlight: aqua;">l’emisfero sinistro ha la porzione
temporale più estesa rispetto al destro</span>. Le differenze funzionali tra i
due emisferi non si limitano al controllo della motricità e della sensibilità del
corpo umano ma riguardano anche una diversa specializzazione rispetto alle
funzioni cognitive; più in generale, si può dire che <span style="color: #c00000;">l’emisfero
sinistro è più specializzato nelle funzioni linguistiche</span> (e quindi nella
comunicazione) mentre il destro nelle funzioni che implicano una <span style="color: blue;">elaborazione di tipo "visuo-spaziale".</span> Da
un punto di vista filogenetico, si può dire che la preferenza manuale destra (e
forse anche la specializzazione dell’emisfero sinistro per il linguaggio) <span style="color: blue;">risale ad alcuni milioni di anni fa e sembra essere una
peculiarità specie- specifica dell’homo sapiens</span>, in quanto le
"asimmetrie funzionali" presenti nelle altre specie animali sono di poco
rilievo e talvolta dubbie. E’ molto probabile che la specializzazione
emisferica nell’uomo abbia avuto come tappa evolutiva fondamentale quella della
stazione eretta; questa "conquista evolutiva" ha consentito all’uomo
un <span style="background: lime; mso-highlight: lime;">controllo più ampio dello
spazio</span> e la possibilità di <span style="background: lime; mso-highlight: lime;">utilizzare gli arti superiori,</span> le mani, per <span style="background: lime; mso-highlight: lime;">manipolare oggetti</span> e
stimolare quindi una specializzazione funzionale delle due metà del cervello. </span></b></div>
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<br /></div>
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<br /></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYu7euzfWVekz64d0VWU7Ij0rgAs1965Y_swTQ1gVR59VpO-Jvk5fZ72TS3YuP7lRh59mlU5Cos-mqV90QPeWbkB57onvcXF7-5iBoe6EH_NE-KFg8NGOsNb8o6ahsmP6tLEBnkqTQ_A/s1600/cablaggio.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYu7euzfWVekz64d0VWU7Ij0rgAs1965Y_swTQ1gVR59VpO-Jvk5fZ72TS3YuP7lRh59mlU5Cos-mqV90QPeWbkB57onvcXF7-5iBoe6EH_NE-KFg8NGOsNb8o6ahsmP6tLEBnkqTQ_A/s1600/cablaggio.jpg" /></a></span></b></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Una ulteriore considerazione riguarda il fatto che <span style="color: #c00000;">originariamente
il linguaggio era di tipo gestuale </span>e quindi la mano destra (controllata
dall’emisfero sinistro) essendo più abile nelle sequenze motorie fini, ha avuto
un ruolo importante nello sviluppo della comunicazione che <span style="background: lime; mso-highlight: lime;">successivamente sarebbe diventata di
tipo verbale</span>; ciò conferma inevitabilmente la peculiarità dell’emisfero
sinistro nelle funzioni linguistiche. L’emisfero sinistro: è stato per molto
tempo il più studiato dal punto di vista neuropsicologico a causa del suo
coinvolgimento nei processi linguistici e quindi del suo "valore
localizzatorio" nello studio delle lesioni cerebrali; già <span style="color: #c00000;">nel 2500 a.C. circa, i medici egiziani </span>segnalavano
la stretta associazione tra <span style="background: yellow; mso-highlight: yellow;">disturbi
del linguaggio e paralisi del lato destro del corpo;</span> questo emisfero
sembrerebbe avere funzioni più specifiche del suo controlaterale. Per quanto
riguarda livelli alti di elaborazione cognitiva, questo emisfero sembrerebbe
avere una <span style="color: #c00000;">specializzazione nei processi di analisi
e categorizzazione</span>; in altre parole nella capacità di scomporre
analiticamente una configurazione globale nei suoi elementi costituenti (sia
questa una figura, un problema o un concetto). <span style="color: blue;">L’emisfero
destro:</span> è stato senz’altro meno studiato probabilmente a causa della sua
relativa "asintomaticità" nel caso di lesioni cerebrali, e solo da
pochi anni è stata studiata a fondo la sua peculiarità per le prestazioni
visuo-spaziali. <span style="color: blue;">Questo emisfero sembra collegato più
dell’altro al lato affettivo ed emotivo del comportamento;</span> considerando
l’aspetto filogenetico, alcuni esperimenti hanno dimostrato che <span style="color: blue;">l’emisfero destro</span> del ratto ha un ruolo predominante
nei <span style="color: blue;">comportamenti aggressivi ed emotivi,</span>
inoltre è stata postulata l’esistenza di una relazione tra comportamenti di
paura, attacco, lotta e fuga (comportamenti che nei nostri predecessori erano
strettamente collegati alla conservazione del territorio) e la capacità di
organizzare una rappresentazione mentale dello spazio fisico.</span></b></div>
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</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Da un punto di vista funzionale questo emisfero è specializzato nella
elaborazione degli stimoli visivi, nella <span style="background: lime; mso-highlight: lime;">rappresentazione mentale dello spazio e del tempo</span>
(ad esempio nel ruotare mentalmente una figura), <span style="background: lime; mso-highlight: lime;">nel riconoscimento dei volti</span> non conosciuti, nel
riconoscimento delle espressioni facciali (spesso espressione di stati emotivi)
<span style="background: lime; mso-highlight: lime;">nella percezione e nella produzione
della musica.</span> Considerando il funzionamento di questo emisfero rispetto
a funzioni cognitive gerarchicamente superiori, una serie di dati sperimentali
ne mette in rilievo la peculiarità nei processi di sintesi e nella <span style="background: lime; mso-highlight: lime;">percezione della globalità di una
struttura,</span> (figura, problema, o concetto che sia), partendo dagli
elementi che la compongono. Per esempio nel caso di una immagine, la capacità
di unire l’insieme dei dettagli percependo la figura nel suo insieme. La
neuropsicologia sembra non prendere in considerazione modelli definiti
"fantasiosi", come quello che attribuirebbe all’emisfero sinistro il
pensiero logico-razionale ed al destro il pensiero creativo ed artistico. A
questo proposito credo che vadano fatte alcune considerazioni: è indubbio che i
<span style="color: #c00000;">due emisferi funzionino come un’unica struttura,</span>
i dati sulla plasticità neuronale del nostro cervello (il fatto che in caso di
lesioni del tessuto nervoso, altre aree, a volte nell’emisfero opposto a quello
leso, sostituiscano funzionalmente quelle "morte") <span style="color: #c00000;">sono molto consistenti</span>, ciò non toglie nulla, e
quindi non è in opposizione al fatto che i due emisferi abbiano una certa
specificità anche nel funzionamento a livello "superiore". Il <span style="color: #c00000;">modello "emisfero sinistro - pensiero razionale ed
emisfero destro - pensiero creativo"</span>, se non viene inteso come una <span style="background: yellow; mso-highlight: yellow;">rigida dicotomia</span>, è in
realtà coerente a molte osservazioni rilevate sia nella esperienza clinica che
psicoanalitica. </span></b></div>
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Gabryhttp://www.blogger.com/profile/09577347778861108122noreply@blogger.com0tag:blogger.com,1999:blog-5087624977015253994.post-60073232603180566572012-09-26T17:18:00.002+02:002012-09-26T17:18:57.689+02:00 Oliver Sacks (Risvegli)<!--[if gte mso 9]><xml>
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<span style="mso-bookmark: OLE_LINK2;"><b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 28.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></span><a href="http://www.blogger.com/blogger.g?blogID=5087624977015253994" name="OLE_LINK1"><span style="mso-bookmark: OLE_LINK2;"><b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 28.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Oliver Sacks (Risvegli)</span></b></span></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLx-WhAoz2iTKKVdSEzh-N7eNWpeGRkocymGJVIm2x1m3f2PZKcNJadG_nNuLceDUp0hprkqmo5nDL4LeoUDnC4e9Jii_cnZZ5ZLI3D3IJBo4z1qBZfakh6NL2Izhr6dCynE0yZEFBOA/s1600/OliverSacks+2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br /></a></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Oliver Wolf Sacks (</span></b></span></span><a href="http://it.wikipedia.org/wiki/Londra" title="Londra"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Londra</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, </span></b></span></span><a href="http://it.wikipedia.org/wiki/9_luglio" title="9 luglio"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">9 luglio</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></span></span><a href="http://it.wikipedia.org/wiki/1933" title="1933"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">1933</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">) è un </span></b></span></span><a href="http://it.wikipedia.org/wiki/Neurologia" title="Neurologia"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">neurologo</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> e </span></b></span></span><a href="http://it.wikipedia.org/wiki/Scrittore" title="Scrittore"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">scrittore</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></span></span><a href="http://it.wikipedia.org/wiki/Inghilterra" title="Inghilterra"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">inglese</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, che
vive e lavora negli </span></b></span></span><a href="http://it.wikipedia.org/wiki/Stati_Uniti_d%27America" title="Stati Uniti d'America"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Stati Uniti d'America</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, autore
di diversi libri di successo basati sulle storie cliniche e umane dei propri
pazienti e delle loro patologie neurologiche.</span></b></span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLx-WhAoz2iTKKVdSEzh-N7eNWpeGRkocymGJVIm2x1m3f2PZKcNJadG_nNuLceDUp0hprkqmo5nDL4LeoUDnC4e9Jii_cnZZ5ZLI3D3IJBo4z1qBZfakh6NL2Izhr6dCynE0yZEFBOA/s1600/OliverSacks+2.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLx-WhAoz2iTKKVdSEzh-N7eNWpeGRkocymGJVIm2x1m3f2PZKcNJadG_nNuLceDUp0hprkqmo5nDL4LeoUDnC4e9Jii_cnZZ5ZLI3D3IJBo4z1qBZfakh6NL2Izhr6dCynE0yZEFBOA/s1600/OliverSacks+2.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Oliver Sacks</b></span></span></td></tr>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
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<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Il suo libro più noto è </span></b></span></span><a href="http://it.wikipedia.org/w/index.php?title=Risvegli_%28libro%29&action=edit&redlink=1" title="Risvegli (libro) (pagina inesistente)"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><i><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Risvegli</span></i></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> (<i>Awakenings</i>),
dal quale è stato tratto il </span></b></span></span><a href="http://it.wikipedia.org/wiki/Risvegli" title="Risvegli"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">film
omonimo</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> con </span></b></span></span><a href="http://it.wikipedia.org/wiki/Robin_Williams" title="Robin Williams"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Robin
Williams</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> e </span></b></span></span><a href="http://it.wikipedia.org/wiki/Robert_De_Niro" title="Robert De Niro"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Robert De
Niro</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, e a cui sono seguiti i
noti </span></b></span></span><a href="http://it.wikipedia.org/w/index.php?title=Su_una_gamba_sola&action=edit&redlink=1" title="Su una gamba sola (pagina inesistente)"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Su una gamba sola</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> e </span></b></span></span><a href="http://it.wikipedia.org/wiki/L%27uomo_che_scambi%C3%B2_sua_moglie_per_un_cappello" title="L'uomo che scambiò sua moglie per un cappello"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">L'uomo che scambiò sua
moglie per un cappello</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">.</span></b></span></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Sacks ha approfondito un
genere letterario - quello delle storie cliniche - risalente alla tradizione
del </span></b></span></span><a href="http://it.wikipedia.org/wiki/XIX_secolo" title="XIX secolo"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">XIX secolo</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">. Il suo esempio preferito
di questo genere è <i>La mente del mnemonista</i> (</span></b></span></span><a href="http://it.wikipedia.org/wiki/Viaggio_nella_mente_di_un_uomo_che_non_dimenticava_nulla" title="Viaggio nella mente di un uomo che non dimenticava nulla"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><i><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Viaggio nella mente di un uomo che
non dimenticava nulla</span></i></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">) di </span></b></span></span><a href="http://it.wikipedia.org/wiki/Aleksandr_Lurija" title="Aleksandr Lurija"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Aleksandr
Lurija</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">.</span></b></span></span></div>
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<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Oliver Sacks 2</b></span></span></td></tr>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Biografia </span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Laureatosi presso il </span></b></span></span><a href="http://it.wikipedia.org/wiki/The_Queen%27s_College" title="The Queen's College"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">The Queen's College</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> di </span></b></span></span><a href="http://it.wikipedia.org/wiki/Universit%C3%A0_di_Oxford" title="Università di Oxford"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Oxford</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, è oggi
il titolare di una cattedra di Neurologia presso la </span></b></span></span><a href="http://it.wikipedia.org/wiki/Columbia_University" title="Columbia University"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Columbia University</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">. Ha
vissuto a </span></b></span></span><a href="http://it.wikipedia.org/wiki/New_York" title="New York"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">New York</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> dal </span></b></span></span><a href="http://it.wikipedia.org/wiki/1965" title="1965"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">1965</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, dove ha
uno studio. Nei suoi libri, Sacks descrive i casi clinici concentrandosi non
soltanto sulle descrizioni scientifiche delle patologie ma anche e
preferenzialmente sull'esperienza personale dei pazienti. Molti dei casi che
racconta sono incurabili, e il tema principale del racconto è quello dei
diversi modi in cui le persone si adattano alle loro diverse disabilità.
Nell'ottica di Sacks, tuttavia, l'adattamento non è passivo e giunge a
modificare sostanzialmente la stessa base patologica.</span></b></span></span></div>
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<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Oliver Sacks 3</b></span></span></td></tr>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">La concezione di Sacks
infatti postula l'unità olistica delle strutture nervose, per cui una funzione
danneggiata collocata in una certa area, può essere vicariata e in parte
corretta dall'uso sinergico di altre aree. Tipico il caso dell'afasico <span style="background: lime; mso-highlight: lime;">che riesce a parlare cantando</span>
o del <span style="background: lime; mso-highlight: lime;">discinetico che si muove
alla perfezione se accompagnato da musica.</span> Nello stesso senso va inteso
l'uso della </span></b></span></span><a href="http://it.wikipedia.org/wiki/Narrazione" title="Narrazione"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">narrazione</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> così
come intesa dalla </span></b></span></span><a href="http://it.wikipedia.org/wiki/Narratologia" title="Narratologia"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">narratologia</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Da un suo famoso libro, <i>Risvegli</i>,
è stato tratto un </span></b></span></span><a href="http://it.wikipedia.org/wiki/Film" title="Film"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">film</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> in cui
Sacks è stato impersonato da Robin Williams e uno dei suoi pazienti da Robert
De Niro. <i>Risvegli</i> narra l'esperienza del trattamento di pazienti post
encefalitici affetti da </span></b></span></span><a href="http://it.wikipedia.org/wiki/Encefalite_letargica" title="Encefalite letargica"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">encefalite letargica</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> con </span></b></span></span><a href="http://it.wikipedia.org/wiki/L-DOPA" title="L-DOPA"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">L-DOPA</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> durante
gli </span></b></span></span><a href="http://it.wikipedia.org/wiki/Anni_1960" title="Anni 1960"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">anni sessanta</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">.</span></b></span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvFhJJSTKhOu9xKiYlWtVdItm0qYwnR5h4qj5z973Y7LOeBhj3javGdEvexpMeqR18Ikto2aILE_7P1qusg3SqZKwgrAbOYDp81gvwKX-iOZVPk8rpCJRen7DutfWbz1d0L9nJVd9baQ/s1600/RISVEGLI+7.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvFhJJSTKhOu9xKiYlWtVdItm0qYwnR5h4qj5z973Y7LOeBhj3javGdEvexpMeqR18Ikto2aILE_7P1qusg3SqZKwgrAbOYDp81gvwKX-iOZVPk8rpCJRen7DutfWbz1d0L9nJVd9baQ/s1600/RISVEGLI+7.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Risvegli </b></span></span></td></tr>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">In altri suoi libri,
descrive casi di </span></b></span></span><a href="http://it.wikipedia.org/wiki/Sindrome_di_Tourette" title="Sindrome di Tourette"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">sindrome di Tourette</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, degli
effetti del </span></b></span></span><a href="http://it.wikipedia.org/wiki/Morbo_di_Parkinson" title="Morbo di Parkinson"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">morbo di Parkinson</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> e di
fenomeni meno conosciuti, come la </span></b></span></span><a href="http://it.wikipedia.org/wiki/Visione_cieca" title="Visione cieca"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">visione
cieca</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, la </span></b></span></span><a href="http://it.wikipedia.org/wiki/Sindrome_di_Korsakov" title="Sindrome di Korsakov"><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Sindrome di Korsakov</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"></span></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> e altri.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Tema trasversale alla sua
trattazione è quello della "<i>romantic science</i>", ovvero la
necessità di promuovere una scienza e una clinica che, pur nel loro assoluto
rigore, non dimentichino mai la fondamentale attenzione alla "dimensione
umanistica" (nel senso delle necessità e dei bisogni della soggettività
umana), che le dovrebbe sempre criteriare.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Risvegli</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b><i><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Risvegli</span></i></b></span></span><span style="mso-bookmark: OLE_LINK2;"></span><span style="mso-bookmark: OLE_LINK1;"></span><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> (<i>Awakenings</i>) è un <a href="http://it.wikipedia.org/wiki/Film" title="Film">film</a> del <a href="http://it.wikipedia.org/wiki/1990" title="1990">1990</a> diretto da <a href="http://it.wikipedia.org/wiki/Penny_Marshall" title="Penny Marshall">Penny
Marshall</a>, con <a href="http://it.wikipedia.org/wiki/Robert_De_Niro" title="Robert De Niro">Robert De Niro</a> e <a href="http://it.wikipedia.org/wiki/Robin_Williams" title="Robin Williams">Robin
Williams</a>.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Basato sui ricordi e l'esperienza di
<a href="http://it.wikipedia.org/wiki/Oliver_Sacks" title="Oliver Sacks">Oliver
Sacks</a> raccolte in un suo libro omonimo (usato da <a href="http://it.wikipedia.org/wiki/Harold_Pinter" title="Harold Pinter">Harold
Pinter</a> come base per la sua opera teatrale <i>A Kind of Alaska</i> messa in
scena nel <a href="http://it.wikipedia.org/wiki/1982" title="1982">1982</a>), è
stato nominato agli <a href="http://it.wikipedia.org/wiki/Premio_Oscar" title="Premio Oscar">Oscar</a> per <a href="http://it.wikipedia.org/wiki/Oscar_al_miglior_film" title="Oscar al miglior film">miglior film</a>, <a href="http://it.wikipedia.org/wiki/Oscar_alla_migliore_sceneggiatura_non_originale" title="Oscar alla migliore sceneggiatura non originale">migliore sceneggiatura
non originale</a> e <a href="http://it.wikipedia.org/wiki/Oscar_al_miglior_attore" title="Oscar al miglior attore">miglior attore</a> (De Niro).</span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAnzIjcloJxlZeLKWtxk-9u66gAVN01qibNTeOn6UmV-YxmOHcY_WNFRJGiWGEiyxCd5GyIly-7tflJs0YSRpfEiRE-ZXFoXehGu_yq7zUfsQnFjKh-3hR9hvFe6VQwYdyQH-tS4OCVQ/s1600/RISVEGLI+3.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAnzIjcloJxlZeLKWtxk-9u66gAVN01qibNTeOn6UmV-YxmOHcY_WNFRJGiWGEiyxCd5GyIly-7tflJs0YSRpfEiRE-ZXFoXehGu_yq7zUfsQnFjKh-3hR9hvFe6VQwYdyQH-tS4OCVQ/s1600/RISVEGLI+3.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Risvegli 2</b></span></span></td></tr>
</tbody></table>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Piccoli <a href="http://it.wikipedia.org/wiki/Cameo" title="Cameo">cameo</a> del jazzista <a href="http://it.wikipedia.org/wiki/Dexter_Gordon" title="Dexter Gordon">Dexter
Gordon</a> che appare come paziente e dell'allora sconosciuto <a href="http://it.wikipedia.org/wiki/Vin_Diesel" title="Vin Diesel">Vin Diesel</a>
che interpreta un inserviente dell'ospedale.</span></b></div>
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<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Trama </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Il film racconta la storia vera di
un dottore (<a href="http://it.wikipedia.org/wiki/Oliver_Sacks" title="Oliver Sacks">Oliver Sacks</a>, nella finzione Malcolm Sayer,
interpretato da Williams) che, nel <a href="http://it.wikipedia.org/wiki/1969" title="1969">1969</a>, <span style="background: lime; mso-highlight: lime;">scopre
l'effetto positivo di un nuovo farmaco</span>, la <a href="http://it.wikipedia.org/wiki/L-DOPA" title="L-DOPA">L-DOPA</a>, sulla
scorta delle nuove evidenze che il <span style="background: lime; mso-highlight: lime;">farmaco stava allora acquisendo nella terapia</span> del <a href="http://it.wikipedia.org/wiki/Morbo_di_Parkinson" title="Morbo di Parkinson">morbo di Parkinson</a>. Egli somministra questa
"medicina" ad un paziente affetto da <a href="http://it.wikipedia.org/wiki/Catatonia" title="Catatonia">catatonia</a>.
Questo stato rappresentava l'evoluzione finale dei danni cerebrali </span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwQzi0BOrHu9RsP8tShfTd95RI-YQDfwKyCACesjAQPBFyHSQXpa9FRFMAWztie4oRzWYeGpf8iwdwjO35pG8ydk5hrZAEkD2zRP6kDdMxtz3b5yoP4QnqGSB4RMn8k3Ai-nRQ8uWVtg/s1600/RISVEGLI+4.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwQzi0BOrHu9RsP8tShfTd95RI-YQDfwKyCACesjAQPBFyHSQXpa9FRFMAWztie4oRzWYeGpf8iwdwjO35pG8ydk5hrZAEkD2zRP6kDdMxtz3b5yoP4QnqGSB4RMn8k3Ai-nRQ8uWVtg/s1600/RISVEGLI+4.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Risvegli 3</b></span></span></td></tr>
</tbody></table>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">provocati,
decenni prima, dall'<a href="http://it.wikipedia.org/wiki/Encefalite_letargica" title="Encefalite letargica">encefalite letargica</a>, una patologia dovuta a
un virus non ancora identificato, che si manifestò come <a href="http://it.wikipedia.org/wiki/Pandemia" title="Pandemia">pandemia</a>
nell'arco di tempo <a href="http://it.wikipedia.org/wiki/1917" title="1917">1917</a>-<a href="http://it.wikipedia.org/wiki/1924" title="1924">1924</a>. Il dottor Sayer
osservò una somiglianza tra la condizione dei pazienti catatonici a cui
somministrò la levo-dopa e l'amimìa e acinesìa tipiche dei pazienti
parkinsoniani. Leonard Lowe (interpretato da De Niro) e il resto dei pazienti
vengono risvegliati dopo aver vissuto per decenni in stato <a href="http://it.wikipedia.org/wiki/Catatonia" title="Catatonia">catatonico</a> e
si <span style="background: lime; mso-highlight: lime;">ritrovano a vivere una vita
del tutto diversa dalla precedente.</span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Sayer ha rimosso tutti i suoi
pazienti da uno stato quasi incosciente ma, col passare del tempo, capisce di
non poterli fermare dal ritornare di nuovo nello stato "dormiente". </span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidspZOw8LIHIgFVz7FoNNSU7ODqjP59wYWA5VHQa_jxvGcRz85v9iBwxU6Tnvr87YmuFa1qXZi7VbvV9eOxqSiMLbaL_f2hdDvvVBKqxwGC5MZ8SszwkfEoKaDWFvg0271Lxg3Yjdl7A/s1600/RISVEGLI+5.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidspZOw8LIHIgFVz7FoNNSU7ODqjP59wYWA5VHQa_jxvGcRz85v9iBwxU6Tnvr87YmuFa1qXZi7VbvV9eOxqSiMLbaL_f2hdDvvVBKqxwGC5MZ8SszwkfEoKaDWFvg0271Lxg3Yjdl7A/s1600/RISVEGLI+5.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Risvegli 4</b></span></span></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">La Levo-dopa infatti dà rapidamente assuefazione, da qui la necessità di un
continuo incremento del dosaggio, con la comparsa degli <span style="background: yellow; mso-highlight: yellow;">effetti collaterali tipici come tic, movimenti
involontari, allucinazioni e cambiamento dell'umore</span> con note di
aggressività e <span style="background: yellow; mso-highlight: yellow;">deliri
persecutori</span>. Leonard Lowe, il primo paziente ad essere
"risvegliato", è anche il primo a sviluppare gravi problemi a causa
degli effetti collaterali del farmaco, e tutti gli altri pazienti non vogliono
arrivare alla sua stessa situazione. Col passare del tempo, Leonard comincia ad
avere spasmi per tutto il corpo, a fare fatica a muoversi ed a parlare a causa
dei frequenti tic. Leonard, comunque, chiede a Sayer di continuare a </span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhl4qFN0Bz27udZLsg_cTGJ_3OYTxWl_oYqFRG1n8ToRtc7YlkssmBW2S_ToPEWzzSQiNDMuzto_8c85vQVIXPLG9TVLe4rTWDpvMpSyVV8gI36aaAKi8DlP7odbH21SRL4PeF716yfxw/s1600/RISVEGLI+2.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhl4qFN0Bz27udZLsg_cTGJ_3OYTxWl_oYqFRG1n8ToRtc7YlkssmBW2S_ToPEWzzSQiNDMuzto_8c85vQVIXPLG9TVLe4rTWDpvMpSyVV8gI36aaAKi8DlP7odbH21SRL4PeF716yfxw/s1600/RISVEGLI+2.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Risvegli 5</b></span></span></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">dargli la
medicina, di controllarlo e di filmarlo poiché vorrebbe un giorno contribuire
alla scoperta di <span style="background: lime; mso-highlight: lime;">un medicinale
che potrebbe salvare la vita ad altri</span>. Egli si interessa inoltre ad una
donna di nome Paula, il cui padre è uno dei pazienti dell'ospedale.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Leonard e Sayer, inoltre, si
scontrano con l'amministrazione dell'ospedale che si rifiuta di permettere loro
di far uscire i pazienti. Sayer, riluttante, accetta la decisione mentre
Leonard vuole cominciare a vivere la sua nuova vita dopo essere stato per molti
anni addormentato. Presto però Leonard torna al suo stato catatonico, e ciò si
rivela molto difficile da accettare per le infermiere, per Sayer, ma
specialmente per la madre di Leonard. Sayer dice al gruppo </span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihuULkhxEDaqADfpOha0kg4gLcbWgOGeYLoLiouU-5LFi2JzK-ec3mfpRdpkIjiVnoJHboucDpfn5EFtR-VUsT7bx9wYJvuFhU8CxBovfeC-KoQkMnMSZ-QdKACfmXRMZlpc7OrN3POw/s1600/RISVEGLI+6.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihuULkhxEDaqADfpOha0kg4gLcbWgOGeYLoLiouU-5LFi2JzK-ec3mfpRdpkIjiVnoJHboucDpfn5EFtR-VUsT7bx9wYJvuFhU8CxBovfeC-KoQkMnMSZ-QdKACfmXRMZlpc7OrN3POw/s1600/RISVEGLI+6.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Risvegli 6</b></span></span></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">di assegnazione dei
donatori dell'ospedale che, sebbene il "risveglio" non possa essere
totale, <span style="background: lime; mso-highlight: lime;">può essere una ripresa
di vita anche solo per un piccolo periodo.</span> Sayer, tuttavia, si sente
depresso per non essere riuscito a "risvegliare" del tutto Leonard,
ma Eleanor gli rivela che Leonard lo considerava il suo migliore amico. Sayer,
ricordando il consiglio dello stesso Leonard di vivere ogni minuto della vita,
chiede a Eleanor di uscire a prendere una tazza di caffè insieme.</span></b></div>
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Gabryhttp://www.blogger.com/profile/09577347778861108122noreply@blogger.com0tag:blogger.com,1999:blog-5087624977015253994.post-65736778423116330952012-09-16T18:17:00.001+02:002012-09-16T18:17:26.867+02:00La mano assassina<!--[if gte mso 9]><xml>
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<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 26.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">La mano assassina</span></b></div>
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<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"></span></b><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Un giorno una signora entrò nello studio della clinica
del professor <span style="color: red;">Kurt Goldstein</span> che, all’epoca,
aveva una fama mondiale, per le sue eccezionali capacità mediche e il suo
proverbiale occhio clinico. La donna appariva normale, conversava amabilmente e
anzi sembrava non avere alcun problema. <span style="background: lime;">Ma era
afflitta da un unico bizzarro disturbo: ogni tanto la mano sinistra le scattava
in su, l’afferrava per la gola e tentava di strangolarla. La paziente doveva
spesso usare la destra per trattenere la sinistra e costringerla a starsene
buona.</span> Certe volte le toccava addirittura sedersi sul malefico arto per
combattere la furia con cui questo pretendeva di attuare il suo disegno
criminoso.</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhE-i6RVkeXhBn1elJ3zcuOpmFacr7fI8dpYw_wqTNSYv_iuezBmJvLzNF4cQUBoTunriYm-1q4U3YManEXDr8v0YL3ylxCVjNDqUII4t8nWhGh5bXAfrSL3w31CGhipVsUmffWeV-Fg/s1600/Four_lobes.gif" style="margin-left: auto; margin-right: auto;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhE-i6RVkeXhBn1elJ3zcuOpmFacr7fI8dpYw_wqTNSYv_iuezBmJvLzNF4cQUBoTunriYm-1q4U3YManEXDr8v0YL3ylxCVjNDqUII4t8nWhGh5bXAfrSL3w31CGhipVsUmffWeV-Fg/s640/Four_lobes.gif" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Ricostruzione 3D emisfero sinistro</b></span></span></td></tr>
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<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> <span style="color: red;">I due emisferi</span></span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"></span></div>
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<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Noi abbiamo, due emisferi cerebrali protetti dal
guscio osseo del cranio. Come abbiamo due occhi, due reni o due femori. I due
emisferi, sono collegati alla base, come la noce, da una struttura ponte
chiamata <span style="color: #c00000; mso-bidi-font-style: italic;">corpo calloso</span>
che permette ai “due cervelli” di rimanere in “sincronia” e non andarsene con i
propri pensieri ognuno per conto suo. A differenza di come appaiono
dall’esterno, vale a dire due metà speculari, simili alle metà di una noce,
sono deputate invece a distinte capacità mentali. Controllano ognuna la parte
opposta del corpo. La più evidente differenza riguarda il <span style="background: lime; mso-highlight: lime;">linguaggio, posto nella stragrande
maggioranza dei casi, nell’emisfero sinistro.</span> Il destro invece è meno
razionale, ma risponde meglio e con emozioni adeguate alle situazioni che
capitano. <span style="background: yellow;">Per questo quelli a cui viene un
ictus all’emisfero destro (con conseguente paralisi a sinistra) sono “più
fortunati”, non comprendendo appieno la gravità della situazione appaiono</span>
<span style="background: yellow;">beatamente indifferenti, se non addirittura
euforici.</span> A differenza degli altri, che in genere sono </span></b><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">giustamente
piuttosto depressi. La maggior parte delle persone che scrivono con la destra
hanno <span style="background: aqua; mso-highlight: aqua;">l’emisfero sinistro
specializzato nel pensiero astratto, matematico e, come abbiamo detto, il
linguaggio.</span> L’emisfero destro si occupa soprattutto di relazioni
spaziali, riconoscimento di persone, musica, mimica ed emozioni.</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><span style="color: red;"> </span></span></b></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBQpovkQVxR_5lqftb8oIH5-LbajaH71TkYh9tIiufZHvhcnJwfNw5euOg0xB0EF5-9HMrW6kP7Kb80PUaN-RlLOcxqAw7oO9_KQqslkKSWXOD_MsHfA9NEDi-Rf2q2CRZJjJLYZHcAQ/s1600/ORGANIZZAZIONE+FUNZ+DEL+CERVELLO+2.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBQpovkQVxR_5lqftb8oIH5-LbajaH71TkYh9tIiufZHvhcnJwfNw5euOg0xB0EF5-9HMrW6kP7Kb80PUaN-RlLOcxqAw7oO9_KQqslkKSWXOD_MsHfA9NEDi-Rf2q2CRZJjJLYZHcAQ/s1600/ORGANIZZAZIONE+FUNZ+DEL+CERVELLO+2.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Ricostruzione emisfero sinistro e aree associate </b></span></span></td></tr>
</tbody></table>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><span style="color: red;">Un famoso esperimento</span></span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span style="background: yellow; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">L’analisi di soggetti con cervello
diviso è stata condotta per la prima volta da Roger Sperry in California</span></b><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">. <span style="background: aqua;">In
un famoso esperimento un soggetto operato con taglio del corpo calloso, per
impedire che la grave epilessia di cui soffriva si propagasse da un emisfero
all’altro, fu sottoposto ad un test.</span> Davanti ad uno schermo, progettato
in un modo particolare, gli fu fatta vedere una zampa di pollo all’emisfero
sinistro e contemporaneamente un’immagine di neve all’altro. Quando gli fu
chiesto di scegliere delle carte con l’immagine da accoppiare a quella che
vedeva in quel momento, la mano destra scelse un pollo, mentre la sinistra una
pala. Alla domanda perché avesse fatto quella scelta disse: la zampa è
associata al pollo mentre la pala serve a pulire il pollaio. <span style="color: #c00000;">Naturalmente aveva risposto solo l’emisfero sinistro</span>,
l’unico in grado di comprendere il linguaggio, ed aveva inventato una
spiegazione logica anche per la pala, poiché nulla sapeva della neve. </span></b></div>
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<br /></div>
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<br /></div>
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<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"></span></b></div>
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<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"></span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_LgkLmjNfuY0EmRYMd_-xNSQIFvsy8K7OAyjIeywLNGHSin71poRPM1mnANGXXU7qlFwWLYstTIMqj_aQJ-KgptPXtgyb-WIrM_fLxZs-hfgu2LZyc9bfJF6uKuf0LMx1Y7meQO-_cQ/s1600/LIMBIC+SISTEM+2.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_LgkLmjNfuY0EmRYMd_-xNSQIFvsy8K7OAyjIeywLNGHSin71poRPM1mnANGXXU7qlFwWLYstTIMqj_aQJ-KgptPXtgyb-WIrM_fLxZs-hfgu2LZyc9bfJF6uKuf0LMx1Y7meQO-_cQ/s1600/LIMBIC+SISTEM+2.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Ricostruzione emisfero sinistro e relativo emisfero limbico </b></span></span></td></tr>
</tbody></table>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"></span></b><br /><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">
</span></b><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></div>
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<br /></div>
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<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Nell’emisfero destro hanno sede processi rapidi, attivi simultaneamente,
parallelamente, globali, di sintesi, olistici, percepisce sensazioni,
rappresentazioni non verbali, utilizza rappresentazioni “analogiche” e non si pone
il problema delle spiegazioni.<br />
<span style="background: aqua;">Nell’emisfero sinistro accadono processi meno
rapidi, lineari, sequenziali, tempo-dipendenti;</span> <span style="background: aqua;">dà significato alle parole e crea racconti, usa come rappresentazione
pacchetti d’informazione monosemantici, utilizza rappresentazioni “digitali”,
inventa narrazioni</span>. <span style="background: aqua;">Questa capacità di
inventarsi storie, dare senso, coerenza e spiegazioni anche a partire dai pochi
dati che dispone utilizzando la ragione, è stata chiamata da Michael Gazzaniga
“interprete”.</span></span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"></span></div>
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<br /></div>
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<br /></div>
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<br /></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaw5QwuPwHWWNpHfWl06RSQnTkpt9myAPah4bHV2aW7JrqU6yuFOMIHEeZbGMxbAQ-CwMqXvXVRl25pAUOSZCmc0yXA3nx5TpeLjILg8Z2AOREywaEUXTWyecMiQjgofGviDneXj2bXQ/s1600/SISTEMA+LIMBICO.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" height="474" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaw5QwuPwHWWNpHfWl06RSQnTkpt9myAPah4bHV2aW7JrqU6yuFOMIHEeZbGMxbAQ-CwMqXvXVRl25pAUOSZCmc0yXA3nx5TpeLjILg8Z2AOREywaEUXTWyecMiQjgofGviDneXj2bXQ/s640/SISTEMA+LIMBICO.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b> Emisfero limbico sinistro privo di Neo-cortex </b></span></span></td></tr>
</tbody></table>
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<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><span style="color: red;"> </span></span></b></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><span style="color: red;">Conclusione</span></span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"></span></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<b><span style="background: lime; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Kurt Goldstein, dopo aver visitato la
signora per metà suicida, sentenziò che la paziente non era pazza, ma aveva i
due emisferi non in sincronia fra loro.</span></b><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> L’emisfero destro aveva latenti pensieri
d’autosoppressione violenta e un genuino progetto di eliminare l’intero corpo.
All’inizio quando i due emisferi funzionavano all’unisono, l’impulso era stato
tenuto a freno <span style="background: yellow;">dai messaggi inibitori inviati
tramite il corpo calloso dal più razionale emisfero sinistro.</span> <span style="background: aqua;">Poi in seguito ad un ictus al corpo calloso, suppose
Goldstein (a quei tempi non esistevano tecniche per immagini a provarlo),
l’inibizione era stata rimossa e ora l’emisfero destro poteva compiere la sua
insana impresa utilizzando la mano sinistra.</span> A qualcuno quella diagnosi
sembrò fantascienza, ma il caso volle che non molto tempo dopo la donna morì,
non per autostrangolamento ma per un ictus. <span style="background: yellow;">L’autopsia
confermò i sospetti del neurologo che qualche tempo prima era stata colpita da
un ictus del corpo calloso che aveva interrotto le comunicazioni e il dialogo
tra i due cervelli, sicché il destro era sfuggito al consueto controllo del
sinistro.</span> Più di sessanta anni fa Goldstein aveva svelato la duplice
natura della funzione cerebrale, dimostrando che i due emisferi erano in effetti
preposti a compiti diversi. Che potrebbero essere persino opposti. Anche se noi
di ciò non ne abbiamo la seppur minima consapevolezza.</span></b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"></span></div>
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<br /></div>
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<br /></div>
Gabryhttp://www.blogger.com/profile/09577347778861108122noreply@blogger.com1tag:blogger.com,1999:blog-5087624977015253994.post-44787213079810325122012-09-15T18:19:00.002+02:002012-09-15T18:19:55.830+02:00 Il successo della scuola finlandese<!--[if gte mso 9]><xml>
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<br />
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9VuhHcyUPHAGNRXbY9ZvmwxXby2cxudCNE5HRGLutt2RvxVF2Se8V-6mALdiku8OAQkz_Y26m_af4LklUZCAoDN6w50eGGCZsUjyyBQuvbTjYr50emLmz5AT5X8IhX0GnMcooy-wXiQ/s1600/hall.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br /></a></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 28.0pt; line-height: 115%;">Il successo della scuola finlandese</span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Il
prof. Marco Orsi, che segue il progetto italiano "Senza Zaino",
descrive i punti di forza delle scuole finlandesi, considerate tra le migliori
del mondo. Una sezione di ‘Abitare la Scuola’ commenta queste considerazioni
con una galleria fotografica.</span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9VuhHcyUPHAGNRXbY9ZvmwxXby2cxudCNE5HRGLutt2RvxVF2Se8V-6mALdiku8OAQkz_Y26m_af4LklUZCAoDN6w50eGGCZsUjyyBQuvbTjYr50emLmz5AT5X8IhX0GnMcooy-wXiQ/s1600/hall.JPG" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9VuhHcyUPHAGNRXbY9ZvmwxXby2cxudCNE5HRGLutt2RvxVF2Se8V-6mALdiku8OAQkz_Y26m_af4LklUZCAoDN6w50eGGCZsUjyyBQuvbTjYr50emLmz5AT5X8IhX0GnMcooy-wXiQ/s1600/hall.JPG" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>La scuola finlandese - la hall</b></span></span></td></tr>
</tbody></table>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Prof. Orsi quali sono i punti di forza della scuola Finlandese?</span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">In
primo luogo la formazione dei docenti: l’ottima preparazione universitaria di
tutti i docenti, dalla primaria alla secondaria, ed il rapporto stretto, <span style="background: lime; mso-highlight: lime;">il forte interscambio, tra ricerca
universitaria e attività didattica.</span></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Ad
esempio nella città di Jouensuu, che ho visitato, <span style="background: lime; mso-highlight: lime;">accanto alla facoltà universitaria</span> dove studiano i
futuri docenti sono state costruite una <span style="background: lime; mso-highlight: lime;">scuola primaria e una secondaria.</span> Qui <span style="color: blue;">i docenti che insegnano alla scuola primaria e secondaria</span>
<span style="color: blue;">insegnano anche all’università</span>, e gli studenti
universitari vanno nelle scuole a vedere le pratiche didattiche.</span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Altro
punto di forza è l’attenzione alle nuove tecnologie. <span style="background: lime; mso-highlight: lime;">Nelle classi che abbiamo visitato c’è sempre una LIM e
ci sono i computer,</span> in tutte le aule sia della primaria che della
secondaria. I computer sono a </span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQcnWQfu2RH3Tqc4bjVjCdq-H7h7MPFrHK85MwBMgIc4kDlZ_y72XDEVqjK3sXfsSy6sgROumvuRhAprpEzXDxfiCasw03hdr6TfDx4byi11JEKYtJkbqrpJJ0ZnlxmC00KOb_s5VQRQ/s1600/sala_prof_1.JPG" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQcnWQfu2RH3Tqc4bjVjCdq-H7h7MPFrHK85MwBMgIc4kDlZ_y72XDEVqjK3sXfsSy6sgROumvuRhAprpEzXDxfiCasw03hdr6TfDx4byi11JEKYtJkbqrpJJ0ZnlxmC00KOb_s5VQRQ/s1600/sala_prof_1.JPG" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>La scuola finlandese - Sala Professori</b></span></span></td></tr>
</tbody></table>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;"> </span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">disposizione anche negli spazi comuni.
Soprattutto nella secondaria <span style="background: aqua; mso-highlight: aqua;">i
ragazzi possono accedere in ogni momento ad internet per attività didattiche o
ricreative.</span></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Altro
punto di forza è <span style="color: #c00000;">l’attenzione alle attività
manuali: </span>è una delle cose che più mi hanno colpito. L’utilizzo delle ICT
(<span style="color: #c00000; mso-bidi-font-style: italic;">Information and
Communication Technology)</span>, a tutto campo, sia da parte dei ragazzi che
dei docenti, tutti preparatissimi ad utilizzarle, si unisce ad un grande valore
che viene dato <span style="color: #c00000;">nel curricolo alle attività manuali
e laboratoriali.</span> In tutte le scuole, primarie e secondarie, ci sono i <span style="background: lime; mso-highlight: lime;">laboratori di falegnameria,</span>
che poi diventano, quando i ragazzi sono più grandi, <span style="background: lime; mso-highlight: lime;">laboratori del ferro.</span></span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Quindi
i ragazzi sono abituati a lavorare con macchinari di una certa complessità come
<span style="background: lime; mso-highlight: lime;">pialle a spessore, seghe a
nastro, saldatori,</span> ecc. tutti quegli oggetti utilizzati normalmente in
una officina meccanica e in una falegnameria e che da noi sarebbero impensabili
non tanto per ragioni di budget quanto per una visione eccessiva circa le
questioni della sicurezza.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Poi
hanno il <span style="background: lime; mso-highlight: lime;">laboratorio di taglio
e cucito</span> e <span style="background: lime; mso-highlight: lime;">il
laboratorio di arti grafiche</span>. E comunque l’importanza data alla
manualità è uno degli aspetti che ho visto più sviluppato anche rispetto agli
altri paesi europei. Sappiamo</span></b></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVhq4idbk1fzVpDi4ksHdg2KzariMphzmZQ7YR2Wj-zpJNdbKAuqNu0zSxZOqmJDPQfPYciOsNUexNJRmlOb_3PceghW1Ko1J0q6MG7is2wTz9k_exGvcy0MvhajtsCJNVZAXYvvRWVg/s1600/sala_prof_3.JPG" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVhq4idbk1fzVpDi4ksHdg2KzariMphzmZQ7YR2Wj-zpJNdbKAuqNu0zSxZOqmJDPQfPYciOsNUexNJRmlOb_3PceghW1Ko1J0q6MG7is2wTz9k_exGvcy0MvhajtsCJNVZAXYvvRWVg/s1600/sala_prof_3.JPG" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>La scuola finlandese - <span style="color: blue;"><span style="font-size: large;"><b>Sala Professori 2</b></span></span></b></span></span></td></tr>
</tbody></table>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;"> </span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">che l’uso delle mani è uno degli ingredienti per
lo sviluppo dell’intelligenza, anche se questo importante aspetto della
formazione non è messo in rilievo nei tanti rapporti sulla <span style="background: lime; mso-highlight: lime;">Finlandia.</span> Ma qui, in questa
scuola di eccellenza, che <span style="background: lime; mso-highlight: lime;">per
tre volte è risultata in cima alla classifica OCSE PISA</span> rispetto a tutte
le scuole del mondo, questo aspetto viene riconosciuto e praticato.</span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Ai
<span style="background: lime; mso-highlight: lime;">laboratori di musica</span>
viene dato molto peso, dai 7 ai 16 anni i ragazzi frequentano laboratori di
musica attrezzatissimi, anche nelle scuole più periferiche. Ci sono ad esempio
un numero di chitarre, tastiere, percussioni, strumenti a fiato, sufficiente a
poter <span style="background: lime; mso-highlight: lime;">far lavorare
tranquillamente 20 - 25 ragazzi.</span> E come sappiamo il curricolo musicale è
uno dei fondamenti dei saperi disciplinari, connesso agli apprendimenti di
discipline come la matematica o la lingua: <span style="background: lime; mso-highlight: lime;">avere un buon curricolo di musica è centrale in una scuola
di qualità</span>. Infine troviamo molta attenzione alla <span style="background: lime; mso-highlight: lime;">attività teatrale.</span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Un
altro elemento significativo è l’attenzione alle piccole scuole periferiche,
situate nei villaggi, nelle foreste, nei laghi, scuole che noi chiameremmo
pluriclassi.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Mentre
in Italia le pluriclassi non sono sostenute, <span style="background: lime; mso-highlight: lime;">in Finlandia sono supportate da molti finanziamenti</span>
e dotate di tutta la strumentazione possibile perché risultino scuole di
qualità.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Qui
da noi le pluriclassi sono ritenute scuole di secondo livello, si pensa che
l’attività didattica seria si faccia solo nelle scuole a classe unica. Questa
attenzione alle pluriclassi tra l’altro l’ho riscontrata anche nel viaggio che
ho fatto successivamente nella Repubblica Dominicana: si chiamano scuole
multigrado ed hanno dei sostegni ministeriali e dei finanziamenti della
cooperazione internazionale dedicati.</span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzToETXbAfScF7IZmrEygLkapY4sQjvk8Y2XLyzJHphasZzjTmq0R4XamHoM8gik6n_zdMXBLOV9KXskit-m6Tku7PLTg3aL4_pKWbgqwYM2_L-Yw9YPNVDBYXNQIgE1Ne5eNdOFY-cA/s1600/sala_prof_4.JPG" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzToETXbAfScF7IZmrEygLkapY4sQjvk8Y2XLyzJHphasZzjTmq0R4XamHoM8gik6n_zdMXBLOV9KXskit-m6Tku7PLTg3aL4_pKWbgqwYM2_L-Yw9YPNVDBYXNQIgE1Ne5eNdOFY-cA/s1600/sala_prof_4.JPG" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>La scuola finlandese - <span style="color: blue;"><span style="font-size: large;"><b>Sala Professori 3</b></span></span></b></span></span></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">L’attenzione alle scuole pluriclassi</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;"> l’ho trovata quindi sia in un
paese in via di sviluppo, sia in un paese al top della classifica mondiale, e
mi ha colpito molto, perché la scuola in queste realtà periferiche è
fondamentale ed è quindi essenziale che sia di qualità.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Un
altro aspetto caratteristico della <span style="color: #c00000;">Finlandia è
l’autonomia dei ragazzi</span>, che vanno da soli a scuola, e questa autonomia
l’ho riscontrata anche in Repubblica Dominicana, dove è dettata da necessità
economiche. Ad esempio sia in un paese che nell’altro i ragazzi andando a
scuola da soli acquisiscono un’autonomia che i nostri ragazzi non hanno. Per
non dire dei comportamenti a cui sono abituati durante l’attività scolastica.</span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEuuqQijY-uRO-N6MsfIwMCniVIVj7q2PE7eoA5a74C0cs6v_1pT9s2YMh1L96HI9xEkE8GZq6iKapf504PwlGZ1xhREeRKg5WNlHaAcwLKXdSbbkCAFogcBIqQdbFdg1jVUMi9KnnjA/s1600/sla_prof_2.JPG" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEuuqQijY-uRO-N6MsfIwMCniVIVj7q2PE7eoA5a74C0cs6v_1pT9s2YMh1L96HI9xEkE8GZq6iKapf504PwlGZ1xhREeRKg5WNlHaAcwLKXdSbbkCAFogcBIqQdbFdg1jVUMi9KnnjA/s1600/sla_prof_2.JPG" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>La scuola finlandese - <span style="color: blue;"><span style="font-size: large;"><b>Sala Professori 4</b></span></span></b></span></span></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Ci racconti di alcune modalità di fare didattica che ha trovato
più interessanti …</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">L’attività
didattica è molto scandita: ho assistito a diverse lezioni, sia nella primaria
che nella secondaria e ho visto che generalmente si svolgono in 3 passaggi.
All’inizio </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">1
<span style="background: yellow; mso-highlight: yellow;">l’intervento del docente -
che non dura più di un quarto d’ora</span> - poi </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">2
<span style="background: lime; mso-highlight: lime;">il coinvolgimento</span> degli
alunni attraverso un’attività, <span style="background: lime; mso-highlight: lime;">un
lavoro di gruppo</span> o una presentazione, e infine si passa alla </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">3
<span style="background: aqua; mso-highlight: aqua;">terza fase che è realizzativa
e che può essere di tipo laboratoriale.</span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Per
esempio ho assistito in una secondaria ad una lezione di fisica: dapprima il <span style="color: #c00000;">professore spiegava l’argomento con una presentazione al
computer</span>, poi ha chiamato un alunno che ha commentato l’argomento <span style="color: blue;">utilizzando la LIM,</span> infine la classe si è trasferita
in laboratorio <span style="color: #006600;">per costruire degli esperimenti
pratici.</span></span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9ICc6XCgegeh5Z2q8CCKYcr0z9KTrGkc7bG_eFTBS-muu4Ym_coc41g9xZblKngTgTzbw7avuwVW3GQ-2jte3loUCju2yyrPgLvYP3BaePh4AlL__SABJU620BptPI4Brl7Uy_Z56Aw/s1600/spazi_studenti_1.JPG" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9ICc6XCgegeh5Z2q8CCKYcr0z9KTrGkc7bG_eFTBS-muu4Ym_coc41g9xZblKngTgTzbw7avuwVW3GQ-2jte3loUCju2yyrPgLvYP3BaePh4AlL__SABJU620BptPI4Brl7Uy_Z56Aw/s1600/spazi_studenti_1.JPG" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>La scuola finlandese - <span style="color: blue;"><span style="font-size: large;"><b>Aula informatica</b></span></span></b></span></span></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Nella
scuola elementare, si ripeteva lo stesso schema: <span style="color: #c00000;">spiegazione,
lavoro di gruppo, sintesi. </span>Quando i ragazzi erano impegnati nel lavoro
di gruppo, l’insegnante è andato via dalla classe e ci ha accompagnato a
visitare la scuola. Una volta ritornati gli alunni tranquillamente svolgevano
il loro compito: <span style="background: olive; color: white; mso-highlight: olive; mso-themecolor: background1;">sono abituati ad essere autonomi e
indipendenti</span>. Il tema della <span style="color: blue;">sorveglianza non è
cosi stringente,</span> non è forte come in Italia, sia negli spazi di raccordo
interni all’edificio, sia negli spazi esterni.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Ancora
una volta è <span style="color: #c00000;">importante sviluppare l’autonomia:</span>
non dimentichiamo che le competenze sulle quali oggi insistiamo per il processo
di apprendimento si basano sull’autonomia, non esiste la competenza se non c’è
il soggetto autonomo. Quindi questo sviluppo dell’indipendenza, <span style="background: lime; mso-highlight: lime;">del saper fare da sé</span> senza
che necessariamente ci sia la presenza costante e vigile del docente è uno
degli ingredienti fondamentali per la riuscita del sistema - Finlandia.</span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiotnT7aRlR6lcWtyTKIPRuXon9C3dvayMeTZQlvezNywiZcb4TDiBXpgGsxMFVNSLW8QSrxqAWGqegF3w05vDPXEyQq8Hzfx2OT27V-cPYNsyTPQipkvVJC6KX4HOH5h-fcdR_gfxCPw/s1600/spazi_studenti_2.JPG" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiotnT7aRlR6lcWtyTKIPRuXon9C3dvayMeTZQlvezNywiZcb4TDiBXpgGsxMFVNSLW8QSrxqAWGqegF3w05vDPXEyQq8Hzfx2OT27V-cPYNsyTPQipkvVJC6KX4HOH5h-fcdR_gfxCPw/s1600/spazi_studenti_2.JPG" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>La scuola finlandese - <span style="color: blue;"><span style="font-size: large;"><b>Biblioteca</b></span></span></b></span></span></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Come è ritmato il tempo della scuola?</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Il
tempo scuola è diverso dal tempo di lezione: questo è un altro aspetto molto
importante. Mi spiego: in Italia noi abbiamo un sistema molto rigido, la scuola
comincia quando suona la campanella, cioè quando inizia la lezione, quando il
docente entra in classe.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Questo
non avviene in molti paesi scandinavi e anglosassoni, <span style="background: yellow; mso-highlight: yellow;">dove la scuola inizia quando i ragazzi arrivano a
scuola.</span> Fuori in giardino o dentro l’edificio, nell’atrio e negli spazi
di raccordo – quindi non in aula – gli alunni trovano ambienti confortevoli e
attrezzati per attività libere, per studiare, giocare o leggere un libro,
parlare con i compagni, suonare la chitarra. Anche gli intervalli tra una
lezione e l’altra vengono utilizzati in questo modo.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Questo
vale anche per i docenti, che se ad <span style="color: #c00000;">esempio
lavorano 25 ore</span>, stanno a scuola per un tempo più consistente.
Nonostante le attività parallele all’insegnamento siano meno che in Italia, <span style="background: lime; mso-highlight: lime;">i docenti</span> <span style="background: lime; mso-highlight: lime;">normalmente si recano a scuola prima
e ne escono dopo,</span> <span style="color: blue;">perché trovano un ambiente
attrezzato e accogliente</span>, che favorisce le attività di studio e
approfondimento, di relazione con i colleghi e soprattutto con i ragazzi, di
riordino dei materiali.</span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHOwg8TGyvorcOULaBkAEHj4bo0y8VsTzBFdMGiqhPrndmsMFCNu-vrJjE4g6wvwGZ9m6Jp00H-VUoZjhiF0MwCwAxeSEIuoHuaWwMHaMFhi_v2keNbCa_tP3zuAPiSyT1G_b62HrUww/s1600/spazi_studenti_3.JPG" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHOwg8TGyvorcOULaBkAEHj4bo0y8VsTzBFdMGiqhPrndmsMFCNu-vrJjE4g6wvwGZ9m6Jp00H-VUoZjhiF0MwCwAxeSEIuoHuaWwMHaMFhi_v2keNbCa_tP3zuAPiSyT1G_b62HrUww/s1600/spazi_studenti_3.JPG" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>La scuola finlandese - <span style="color: blue;"><span style="font-size: large;"><b>Atrio centrale su 3 livelli</b></span></span></b></span></span></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">L’ambiente didattico che ruolo ha in tutto questo? </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">La
scuola è una comunità di vita, come <span style="background: lime; mso-highlight: lime;">direbbe Dewey</span>, dove l’ambiente è fondamentale.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Sono
rimasto colpito da una scuola primaria dove <span style="background: aqua; mso-highlight: aqua;">ogni classe era attrezzata con materiali didattici, la LIM,
2 o 3 PC, uno stereo, e una cucina che serve ai ragazzi per fare piccole torte
o per attività pittoriche.</span> Aggregato all’aula c’è <span style="background: lime; mso-highlight: lime;">uno spazio più piccolo</span> dove
il docente può <span style="background: lime; mso-highlight: lime;">incontrare 2 o
3 alunni</span> in modo separato per colloqui o attività più individualizzate.
È dotato di vetrate in modo da permettere al docente di vedere
contemporaneamente l’attività che si svolge in classe.</span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPDYoDr8DZPjVEbHS-CVEb1ANiL2U-OHs1BNsiYaH6WInEIR3llGm41SBroRwSbqTnz36BJAWROqf9wsz8EnYDKvHNh7TlzncMIg_4upIB1hPixkelkvxDKxQzIUdowa01PP5kZxnKmQ/s1600/spazi_studenti_4.JPG" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPDYoDr8DZPjVEbHS-CVEb1ANiL2U-OHs1BNsiYaH6WInEIR3llGm41SBroRwSbqTnz36BJAWROqf9wsz8EnYDKvHNh7TlzncMIg_4upIB1hPixkelkvxDKxQzIUdowa01PP5kZxnKmQ/s1600/spazi_studenti_4.JPG" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>La scuola finlandese - <span style="color: blue;"><span style="font-size: large;"><b>Mensa</b></span></span></b></span></span></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Gli
arredi nelle aule sono di qualità. Si usano generalmente banchi singoli, <span style="color: blue;">di varie forme assemblabili.</span> Quello che è davvero
diverso sono gli <span style="background: lime; mso-highlight: lime;">spazi di
raccordo</span>, che diventano <span style="background: lime; mso-highlight: lime;">piacevoli
angoli di incontro,</span> <span style="background: lime; mso-highlight: lime;">attrezzati
con tavoli, divani</span>, con una attenzione alle relazioni fondamentale. La
scuola qui è davvero un luogo di vita.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Qualche osservazione sulla valutazione dei docenti…</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Gli
<span style="background: yellow; mso-highlight: yellow;">insegnanti vengono
valutati da parte degli alunni attraverso questionari on-line</span> che
costituiscono motivo di studio e riflessione per il dirigente ed il suo staff.
È una cosa che viene fatta con la massima serenità.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">La
valutazione del <span style="background: lime; mso-highlight: lime;">dirigente sui
docenti ha anche un peso sullo stipendio,</span> anche questo è vissuto in modo
sereno.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Quali aspetti e quali modalità possono essere più facilmente
trasferibili per favorire il cambiamento nella scuola italiana?</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Quasi
tutto può essere trasferibile, anche se non può essere realizzato un modello
finlandese tout-court.<span style="color: #c00000;"></span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Ad
esempio sarebbe utile studiare come favorire quella modalità per cui la <span style="background: yellow; mso-highlight: yellow;">scuola non inizia con la
lezione, ma quando arrivano gli studenti,</span> attrezzando davvero gli spazi
di raccordo. Un altro punto è insistere molto di più sulle <span style="background: lime; mso-highlight: lime;">attività musicali e manuali, ad
esempio anche di cucina.</span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">E
infine un altro aspetto fondamentale è insistere <span style="color: #c00000;">sull’autonomia</span>
– come <span style="color: #c00000;">diceva Maria Montessori.</span> Oggi, che si
parla di ‘didattica secondo compiti autentici’, è ancora più importante.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Se
saremo capaci di innescare certi processi e favorire alcuni cambiamenti, tra
qualche anno potremo raggiungere certi obiettivi.</span></b></div>
Gabryhttp://www.blogger.com/profile/09577347778861108122noreply@blogger.com1tag:blogger.com,1999:blog-5087624977015253994.post-60110590139491747902012-09-10T16:15:00.001+02:002012-10-01T18:20:18.942+02:00William Heard Kilpatrick<div style="text-align: center;">
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<span style="font-family: Times,"Times New Roman",serif;"><b><span style="font-size: x-large;"><a href="http://www.blogger.com/blogger.g?blogID=6810695352688998652" name="OLE_LINK5"><span style="color: red;">William
Heard Kilpatrick</span></a></span></b></span>
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<span style="font-family: Times,"Times New Roman",serif; font-size: x-large;"><a href="http://www.blogger.com/blogger.g?blogID=6810695352688998652" name="OLE_LINK1"><b>William
Heard Kilpatrick</b></a></span><span style="font-size: x-large;"><b>
</b><b>(1871 –
1965), pedagogista statunitense, collega e
collaboratore di <a href="http://www.blogger.com/blogger.g?blogID=6810695352688998652" name="OLE_LINK14"></a><a href="http://www.blogger.com/blogger.g?blogID=6810695352688998652" name="OLE_LINK13">John Dewey</a>, con il quale operò
presso Il Teacher’s College della Columbia University a partire dal 1909. E’ noto in modo particolare per aver ideato e
realizzato il <span style="color: lime;"><span style="background-color: lime;"><span style="color: black;">“metodo dei progetti”</span>.</span> </span></b></span></div>
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><b>Secondo Kilpatrick il sapere deve
essere soprattutto invenzione, scoperta. Non ci si può limitare a un “problema
stretto del metodo” (come insegnare una disciplina) ma ci si deve aprire a un “largo problema del metodo”. Il
metodo di insegnamento deve infatti anche porsi il problema dei valori in gioco
e dei fini da perseguire. La scelta del
metodo di insegnamento ha un valore sociale e
politico (per costruire la società democratica cui Kilpatrick è legato
è necessaria una consapevole azione
educativa). Per Kilpatrick l’individuo agisce in funzione di fini: ogni azione
intenzionale si concretizza in un “progetto”. Il metodo di insegnamento
migliore è di conseguenza un metodo di “progetti”. I progetti individuati da Kilpatrick sono i seguenti: </b></span></span></div>
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><b><span style="background-color: lime;">1.
progetto del produttore,</span> il cui scopo è produrre qualcosa di pratico e
operativo; </b></span></span></div>
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><b><span style="background-color: lime;">2. progetto del consumatore</span> (progetto con cui si usa qualcosa e se
ne gode esteticamente); </b></span></span></div>
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><b>3. <span style="background-color: lime;">progetto di un problema</span> (progetto di tipo
intellettuale) il cui proposito è di far luce su qualche difficoltà
concettuale; </b></span></span></div>
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><b>4. <span style="background-color: lime;">progetto di apprendimento specifico</span>, il cui proposito è
perseguire un qualche tipo di abilità o conoscenza (lettura, scrittura, ecc.). </b></span></span></div>
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><b>Come si vede, la soluzione dei
problemi intellettuali, che per Dewey era la priorità, costituisce qui solo uno degli aspetti del
metodo. <span style="color: red;">Kilpatrick, da buon attivista, </span>non rinuncia, come farà invece il
cognitivismo didattico e lo strutturalismo, alla presenza di attività pratiche nella
scuola. Soprattutto, a differenza di Washburne, <span style="color: blue;">egli non separa le conoscenze
strumentali dal sapere vitale e progettuale.</span> Ogni attività didattica deve
sempre partire dall’interesse e configurarsi come “progetto”. </b></span></span></div>
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><b>Come iniziare a lavorare per progetti?
Secondo <span style="background-color: lime;">Kilpatrick,</span> ci sono tre cose che l’insegnante potrebbe fare fin da subito: </b></span></span></div>
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span style="color: purple;"><b>1. trasformare gradualmente il
lavoro di classe in un lavoro per progetti; </b></span></span></span></div>
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span style="color: blue;"><b>2. riservare almeno mezz’ora al
giorno al lavoro libero (è il terreno di prova per poi intraprendere progetti
che richiedono più tempo); </b></span></span></span></div>
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span style="color: red;"><b>3. mantenere alcune attività fuori dal programma. </b></span></span></span></div>
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<tr><td style="text-align: center;"><span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjG2I3jJ4iiiKp4huyz6gDEPLNiN8F3YYHqDjlsjyqEhTzjr_0siuB4JeWPU-RJrXqBlAOixKjf9u0WYkYeTQUnaMdq3HVWVpdpDkbHR9kJarjVnbMvkzjmFpdfOq-hiPMwoOpmweEhjgk/s1600/William+Heard+Kilpatrick+e+John+Dewey.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" height="453" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjG2I3jJ4iiiKp4huyz6gDEPLNiN8F3YYHqDjlsjyqEhTzjr_0siuB4JeWPU-RJrXqBlAOixKjf9u0WYkYeTQUnaMdq3HVWVpdpDkbHR9kJarjVnbMvkzjmFpdfOq-hiPMwoOpmweEhjgk/s640/William+Heard+Kilpatrick+e+John+Dewey.jpg" width="640" /></a></span></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span style="color: blue;"><b>John Dewey <span style="color: blue;"><b>e William Heard Kilpatrick</b></span></b></span></span></span></td></tr>
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<h1>
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<span style="color: red;"> </span></span></span></h1>
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<span style="color: red;"> Bibliografia</span></span></span></h1>
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><b>Borghi Lamberto (1953), <i>Il metodo dei progetti. Un capitolo della
storia dell’educazione attiva (con testi di W.H.Kilpatrick)</i>, La Nuova
Italia, Firenze.</b></span></span></div>
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><b>Kilpatrick William Heard (1962), <i>I fondamenti del metodo. Conversazioni sui
problemi dell’insegnamento</i>, La Nuova Italia, Firenze (tit. orig., <i>Foundations of Method. </i></b><b><i>Informal Talks on Teaching</i></b><b>, The Macmillan Company, New York, 1936).</b></span></span></div>
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><b>Kilpatrick William Heard, <i>Educazione
per una civiltà in cammino</i>, La Nuova Italia, Firenze 1952 (ed. orig. 1932).</b></span></span></div>
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><b><span style="color: red;">Ricerche</span></b></span></span></div>
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><b>William Heard Kilpatrick (</b><a href="http://it.wikipedia.org/w/index.php?title=White_Plains_%28Georgia%29&action=edit&redlink=1" title="White Plains (Georgia) (pagina inesistente)"><b>White Plains</b></a><b>, </b><a href="http://it.wikipedia.org/wiki/20_novembre" title="20 novembre"><b>20 novembre</b></a><b> </b><a href="http://it.wikipedia.org/wiki/1871" title="1871"><b>1871</b></a><b> – </b><a href="http://it.wikipedia.org/wiki/New_York" title="New York"><b>New York</b></a><b>, </b><a href="http://it.wikipedia.org/wiki/13_febbraio" title="13 febbraio"><b>13 febbraio</b></a><b> </b><a href="http://it.wikipedia.org/wiki/1965" title="1965"><b>1965</b></a><b>) è stato un </b><a href="http://it.wikipedia.org/wiki/Pedagogo" title="Pedagogo"><b>pedagogista</b></a><b> </b><a href="http://it.wikipedia.org/wiki/Stati_Uniti_d%27America" title="Stati Uniti d'America"><b>statunitense</b></a><b>.</b></span></span></div>
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><b>Terminato con successo il percorso
scolastico, cominciò la sua carriera come insegnante di </b><a href="http://it.wikipedia.org/wiki/Matematica" title="Matematica"><b>matematica</b></a><b>
presso il <i>Blakely Institute</i>, una scuola che comprendeva sia il livello
elementare che secondario. In occasione di un seminario sull'</b><a href="http://it.wikipedia.org/wiki/Educazione" title="Educazione"><b>educazione</b></a><b>,
che frequentò durante l'estate del </b><a href="http://it.wikipedia.org/wiki/1892" title="1892"><b>1892</b></a><b>,
ebbe modo di conoscere le teorie dei pedagogisti </b><a href="http://it.wikipedia.org/wiki/Friedrich_Froebel" title="Friedrich Froebel"><b>Friedrich
Froebel</b></a><b> (1782-1852),
ideatore dei “giardini d'infanzia”, e </b><a href="http://it.wikipedia.org/wiki/Johann_Heinrich_Pestalozzi" title="Johann Heinrich Pestalozzi"><b>Johann Heinrich Pestalozzi</b></a><b>
(1746-1827) il quale, criticando la società del suo tempo che aveva deluso </b></span></span></div>
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<tr><td style="text-align: center;"><span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWKejjrDuegT_FWddP7ZoqbXJBCjslkry34OgZhRQ5Z5F0NNtxhYt8anZEiYCUScXo9zaMkuBIacbOX5vEeH1_HIRrkp4GPMxsdSELbWS078RrFdOfg3wOWGLFm5pVVWzzcyQ1cE4iHQA/s1600/William+Heard+Kilpatrick+Eleanor+Roosevelt.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" height="520" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWKejjrDuegT_FWddP7ZoqbXJBCjslkry34OgZhRQ5Z5F0NNtxhYt8anZEiYCUScXo9zaMkuBIacbOX5vEeH1_HIRrkp4GPMxsdSELbWS078RrFdOfg3wOWGLFm5pVVWzzcyQ1cE4iHQA/s640/William+Heard+Kilpatrick+Eleanor+Roosevelt.jpg" width="640" /></a></span></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span style="color: blue;"><b>William Heard Kilpatrick ed Eleanor Roosevelt</b></span></span></span></td></tr>
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><b>gli
ideali promossi dalla </b><a href="http://it.wikipedia.org/wiki/Rivoluzione_francese" title="Rivoluzione francese"><b>Rivoluzione francese</b></a><b>,
sviluppò un modello educativo che coglieva “l'innesto strettissimo tra
pedagogia e società attraverso la disciplina e il lavoro, ma anche la
formazione dell'uomo vista come esercizio della libertà e della partecipazione
alla vita collettiva, economica e sociale”; uomo inteso come un'unità di
“cuore”, “mente” e “mano”, rispettoso di quegli ideali di libertà e uguaglianza
posti a fondamento della “società ideale”. Kilpatrick rimase colpito anche dal
suo professore, Otis Ashmore, il quale gli raccontò dell'esperienza fatta in
una sua classe presso la Chatham Academy a </b><a href="http://it.wikipedia.org/wiki/Savannah_%28Georgia%29" title="Savannah (Georgia)"><b>Savannah</b></a><b>:
<span style="background-color: lime;">gli studenti, stimolati nell'interesse, erano stati in grado di studiare da
soli senza la sua supervisione.</span> L'esempio di Ashmore, come Kilpatrick dichiarò
in seguito, fu all'origine del suo articolo sul <i>Metodo dei Progetti</i>, che
scrisse nel </b><a href="http://it.wikipedia.org/wiki/1918" title="1918"><b>1918</b></a><b>
e lo rese famoso.</b></span></span></div>
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><b>L'incontro decisivo fu però quello con
</b><a href="http://it.wikipedia.org/wiki/John_Dewey" title="John Dewey"><b>John Dewey</b></a><b>
(1859-1952), grande pedagogista attivista del novecento, che nel </b><a href="http://it.wikipedia.org/wiki/1904" title="1904"><b>1904</b></a><b>
lasciò Chicago per insegnare presso il Teachers College della </b><a href="http://it.wikipedia.org/wiki/Columbia_University" title="Columbia University"><b>Columbia University</b></a><b>
(T.C.C.U.), dove Kilpatrick, nel frattempo, si era iscritto come studente nel </b><a href="http://it.wikipedia.org/wiki/1907" title="1907"><b>1907</b></a><b>.
Kilpatrick frequentò tutti i corsi tenuti da Dewey e decise di fare della
Filosofia dell'Educazione la sua specialità. Nel </b><a href="http://it.wikipedia.org/wiki/1908" title="1908"><b>1908</b></a><b>
Kilpatrick scrisse nel suo diario: “Il professor Dewey ha veramente fatto la
differenza nel mio pensiero” e Dewey, a sua volta, scrisse di William: “È il
miglior allievo che io abbia mai avuto”. Tra i due nascerà poi una lunga
collaborazione, che durerà fino alla morte di Dewey.</b></span></span></div>
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span style="color: blue;"><b>William Heard Kilpatrick in Cina </b></span></span></span></td></tr>
</tbody></table>
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><b>Kilpatrick spese il resto della sua
carriera professionale presso il T.C.C.U. guadagnandosi addirittura il titolo
di <span style="background-color: lime;">“Million Dollar Professor”,</span> per via del generoso incasso procurato
all'università dal <span style="color: red;">grande afflusso di studenti che vi si iscrivevano per
partecipare alle sue apprezzatissime lezioni “attive”.</span> Ebbe modo, tuttavia, di
portare il suo contributo anche in molte altre università degli Stati Uniti
(tra cui </b><a href="http://it.wikipedia.org/wiki/Knoxville" title="Knoxville"><b>Knoxville</b></a><b>,
</b><a href="http://it.wikipedia.org/wiki/Kentucky" title="Kentucky"><b>Kentucky</b></a><b>,
</b><a href="http://it.wikipedia.org/wiki/North_Carolina" title="North Carolina"><b>North Carolina</b></a><b>,
</b><a href="http://it.wikipedia.org/wiki/Minnesota" title="Minnesota"><b>Minnesota</b></a><b>)
e di viaggiare in tutto il mondo per confrontarsi con importanti educatori in </b><a href="http://it.wikipedia.org/wiki/Italia" title="Italia"><b>Italia</b></a><b>,
</b><a href="http://it.wikipedia.org/wiki/Svizzera" title="Svizzera"><b>Svizzera</b></a><b>,
</b><a href="http://it.wikipedia.org/wiki/Francia" title="Francia"><b>Francia</b></a><b>,
</b><a href="http://it.wikipedia.org/wiki/Europa" title="Europa"><b>Europa</b></a><b>
e </b><a href="http://it.wikipedia.org/wiki/Asia" title="Asia"><b>Asia</b></a><b>.</b></span></span></div>
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><b>Dopo una vita lunga, ricca di meriti e
riconoscimenti, morì all'età di 93 anni il 13 febbraio del 1965.</b></span></span></div>
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Gabryhttp://www.blogger.com/profile/09577347778861108122noreply@blogger.com0tag:blogger.com,1999:blog-5087624977015253994.post-63966248348979932652012-09-04T21:49:00.002+02:002012-09-04T21:54:48.002+02:00Idiot Savant - “gli idioti sapienti" <!--[if gte mso 9]><xml>
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<a href="http://www.blogger.com/blogger.g?blogID=5087624977015253994" name="OLE_LINK1"><span style="mso-bookmark: OLE_LINK2;"><b><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 28.0pt;">Idiot
Savant - “gli idioti sapienti" </span></b></span></a></div>
<span style="mso-bookmark: OLE_LINK2;"></span><span style="mso-bookmark: OLE_LINK1;"></span>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Leslie Lemke è
un virtuoso della musica. A 14 anni fu capace di suonare, impeccabilmente e
senza esitazioni, il <i>Concerto per pianoforte n. 1 </i>di Chajkovskij dopo
averlo ascoltato per la prima volta in televisione parecchie ore prima. Lemke
non aveva mai seguito lezioni di piano, e non lo ha mai fatto in seguito. <span style="color: blue; mso-bidi-font-weight: bold;">È cieco, affetto da disordini
dello sviluppo e soffre di paralisi cerebrale;</span> tuttavia tiene concerti
negli Stati Uniti e altrove, suonando e cantando un repertorio di migliaia di
pezzi, e sa anche improvvisare e comporre.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Le opere d'arte di Richard Wawro hanno ottenuto
riconoscimenti a livello internazionale e fanno parte delle collezioni di
personaggi famosi, come Margaret Thatcher e papa Giovanni Paolo II. Un critico
d'arte londinese si è detto «folgorato» dai disegni che l'artista eseguì da
bambino, descrivendoli come «un incredibile fenomeno reso con la precisione di
un meccanico e la visione di un poeta». <span style="color: blue; mso-bidi-font-weight: bold;">Wawro, che vive in Scozia, è autistico</span>. Kim Peek è un'enciclopedia
ambulante. Ha memorizzato oltre 7600 libri; sa elencare le strade che
conducono a ciascuna città americana, grande o piccola, insieme con i loro
codici postali e prefissi telefonici, nonché le stazioni televisive e di comunicazioni
che servono ciascuna area. Se gli dite la vostra data di nascita, sa calcolare
in che giorno della settimana è caduta e in che giorno cadrà quando avrete 65
anni e andrete in pensione. Peek è in grado di identificare la maggior parte
delle composizioni di musica classica e sa in che data ogni pezzo venne
pubblicato o eseguito per la prima volta, nonché il luogo e le date di nascita
e di morte del compositore. <span style="color: blue; mso-bidi-font-weight: bold;">Anch'egli
è affetto da disordini dello sviluppo</span> e dipende dal padre per molte
necessità della vita quotidiana.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Le sue capacità fornirono 1'ispirazione per
il personaggio di Raymond Babbitt, interpretato da Dustin Hoffman nel celebre
film del 1988 <span style="background: yellow; mso-highlight: yellow;">Rain man</span><i>.
</i>Lemke, Wawro e Peek sono tutti affetti da sindrome del sa<i>vant, </i>una
patologia poco comune ma estremamente interessante nella quale persone che
soffrono di svariati disordini dello sviluppo, compreso 1'autismo, possiedono
incredibili «isole» di <span style="color: blue; mso-bidi-font-weight: bold;">brillanti
capacità in estremo contrasto con il loro generale handicap mentale.</span> La
sindrome del savant si osserva in 1 su 10 pazienti autistici e in <span style="background: yellow; mso-highlight: yellow;">circa 1 su 2000 individui
affetti da danni cerebrali o ritardo mentale.</span> Dei savant noti, almeno
metà sono autistici e gli altri mostrano tipi diversi di disordini dello
sviluppo. La sindrome del savant conserva molti aspetti misteriosi; tuttavia i
progressi nell'ottenimento di immagini cerebrali stanno consentendo di
ricavarne un quadro più completo, e la tradizionale teoria che chiama in causa
un <span style="background: yellow; mso-highlight: yellow;">danneggiamento
dell'emisfero cerebrale sinistro</span> ha trovato conferma in questi studi.
Per di più, nuovi dati sull'improvvisa comparsa della sindrome del savant in
persone affette da <span style="background: yellow; mso-highlight: yellow;">certi
tipi di demenza</span> hanno rivelato la straordinaria possibilità che alcuni
aspetti di <span style="background: yellow; mso-highlight: yellow;">questa forma di
genio possano esistere in forma quiescente in ciascuno di noi.</span></span></b></div>
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<b><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">La definizione di Down o sindrome del savant</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Descrizioni
della sindrome del savant appaiono nella letteratura scientifica già nel 1789.
Benjamin Rush, il «padre della psichiatria americana», descrisse la rapidissima
abilità di calcolo di Thomas Fuller, <span style="background: yellow; mso-highlight: yellow;">che non era in grado di comprendere la matematica al di
là del semplice far di conto.</span> Se gli si chiedeva quanti secondi avesse
vissuto un uomo di 70 anni, 17 giorni e 12 ore, Fuller forniva la risposta
esatta di 2.210.500.800 impiegando solo un minuto e mezzo; e per arrivare a questo
numero aveva dovuto tener conto di 17 anni bisestili.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Fu solo nel
1887, tuttavia, che si cominciò a studiare più ampiamente <span style="background: yellow; mso-highlight: yellow;">la bizzarra coesistenza di
capacità deficitarie ed eccezionali</span>. In quell'anno J. Langdon Down,
famoso per aver identificato 1'omonima sindrome, descrisse 10 persone affette
da sindrome del savant. Aveva conosciuto questi individui straordinari nei suoi
30 anni di lavoro come sovrintendente dell'Earlswood Asylum di Londra. Fu lui a
coniare il termine oggi non più usato di <span style="color: blue; mso-bidi-font-weight: bold;">“idiot savant”,</span> che deriva dalla classificazione allora accettata
di idiota (un individuo con quoziente intellettivo inferiore a 25), e dal verbo
francese <span style="color: blue; mso-bidi-font-weight: bold;">savoir,</span><i> </i>che
significa «sapere».</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">E
trascorso oltre un secolo dalla descrizione di Down, e dal centinaio di casi
riportati da allora nella letteratura scientifica possiamo dire di avere una
conoscenza assai più approfondita di questa singolare condizione. È oggi chiaro
che la sindrome del savant generalmente si manifesta in persone il cui QI è
compreso fra 40 e 70, sebbene sia comparsa anche in individui con QI che arriva
fino a 114. Colpisce in massima parte il sesso maschile, dato che si contano
4-6 savant maschi per ogni femmina; e può essere congenita o insorgere più tardi,
a seguito di una malattia (come 1'encefalite) o di una lesione cerebrale.</span></b></div>
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<b><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">La prevalenza dell’emisfero destro</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Le capacità che
si manifestano nella sindrome del savant sono per lo più limitate e tendono a
essere quelle <span style="background: yellow; mso-bidi-font-weight: bold; mso-highlight: yellow;">basate nell'emisfero cerebrale destro:</span> ovvero, si tratta di
abilità prevalentemente <span style="background: yellow; mso-bidi-font-weight: bold; mso-highlight: yellow;">non simboliche, artistiche, visive e motorie.</span><span style="mso-bidi-font-weight: bold;"> </span>Comprendono musica, arte,
matematica, abilità di calcolo, nonché attitudine alla meccanica e capacità
spaziali. <span style="background: yellow; mso-highlight: yellow;">Viceversa, le
abilità basate nell'emisfero sinistro sona più sequenziali, logiche e
simboliche, e includono quelle linguistiche.</span> </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">I
savant musicali</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">La maggior
parte dei savant musicali ha intonazione perfetta ed esegue musica con
facilità sorprendente, in genere al pianoforte; alcuni sono capaci di creare
composizioni complesse. Per qualche motivo, il genio musicale sembra associato
a cecità e ritardo mentale, come nel caso di Lemke. Uno dei savant più celebri
fu “Blind Tom” Bethune, vissuto dal 1849 al 1908; in vita, venne definito
«1'ottava meraviglia del mondo». Sebbene avesse un vocabolario di meno di 100
parole, sapeva eseguire meravigliosamente oltre 7000 pezzi per pianoforte,
molti dei quali di sua creazione. (Alcune sue composizioni sono state incise
recentemente dal musicista John Davis e pubblicate su CD.)</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Per parte loro,
gli artisti savant utilizzano una varietà di mezzi espressivi, ma in genere
tendono a preferire il disegno e la scultura. Alonzo Clemons, per esempio, è
capace di modellare in meno di 20 minuti una replica perfetta di un animale
visto fuggevolmente alla televisione; la sua figurina In cera risulta
invariabilmente corretta in tutti i dettagli anatomici e perfettamente
proporzionata.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">I savant della
matematica fanno calcoli con incredibile rapidità e spesso hanno una
particolare sensibilità per i numeri primi. Stranamente, la capacità di calcolo
calendariale mostrata da Peek non si limita a questa categoria di savant, ma
sembra coesistere con molte abilità differenti.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Parecchie
altre capacità appaiono meno di frequente. Un raro tipo di savant può avere
notevoli <span style="background: yellow; mso-bidi-font-weight: bold; mso-highlight: yellow;">abilità linguistiche</span>, nel senso che sa memorizzare molte lingue,
pur non essendo in grado di comprenderle. Altri caratteri insoliti includono
una <span style="background: yellow; mso-bidi-font-weight: bold; mso-highlight: yellow;">sensibilità olfattiva, tattile e visiva fuori dal comune</span>; conoscenze
eccezionali in campi come <span style="background: yellow; mso-bidi-font-weight: bold; mso-highlight: yellow;">la storia, la neurofisiologia, la statistica o la
navigazione; e una straordinaria abilità spaziale</span>. Per esempio, una
savant musicale cieca, di nome Ellen, sa dirigersi in un bosco fitto o in un
altro luogo non familiare senza urtare alcun aggetto. Ellen riesce anche a
valutare perfettamente il passare del tempo benché non possieda un orologio,
neppure uno con il quadrante in Braille. Questa singolare capacità si
manifestò un giorno in cui sua madre le fece ascoltare la «signora del segnale
orario» al telefono. Dopo aver sentito per breve tempo la voce registrata
intonare minuti e secondi, Ellen, a quanto pare, mise in moto una sorta di
orologio interno. Da allora, è capace di dire che ora è con la massima
precisione, in qualunque stagione dell'anno.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Una
notevole memoria</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Le capacità dei
savant sono sempre associate a una notevole memoria; questa è profonda,
focalizzata e basata sulla recitazione abituale, ma non comporta la
comprensione di ciò che viene detto. Alcuni dei primi osservatori la defînirono
<span style="background: yellow; mso-bidi-font-weight: bold; mso-highlight: yellow;">«memoria
senza riferimenti»;</span> Down stesso utilizzò il termine «adesione verbale»
per caratterizzarla. Uno dei suoi pazienti era un ragazzo che aveva letto i sei
volumi della “Storia della decadenza e caduta dell’impero romano” di Edward
Gibbon, e <span style="background: yellow; mso-bidi-font-weight: bold; mso-highlight: yellow;">sapeva recitarli parola per parola, ma non ne comprendeva affatto il
significato.</span><span style="mso-bidi-font-weight: bold;"> </span>Sebbene
abbiano in comune molti talenti, fra cui la memoria, i savant variano
enormemente nel livello di abilità. Taluni hanno una fissazione, e una discreta
abilità, nel memorizzare statistiche sportive e numeri di targa. I savant di
talento possiedono doti musicali o artistiche di gran lunga superiori a quanto
ci si aspetterebbe da persone con i loro handicap. E i rarissimi savant prodigio
hanno capacità tali che risulterebbero sorprendenti anche in individui privi
di deficit. Per dare un ordine di grandezza, oggi in tutto il mondo vi sono
probabilmente <span style="background: yellow; mso-bidi-font-weight: bold; mso-highlight: yellow;">meno di 50 savant prodigio.</span><span style="mso-bidi-font-weight: bold;">
</span>Quali che siano i loro talenti, i savant di solito li conservano per
tutta la vita. Grazie all'uso continua, le loro abilità si mantengono e qualche
volta addirittura migliorano. E, in quasi tutti i casi, l'acquisizione di
capacità linguistiche, di socializzazione o legate alla vita quotidiana non
pregiudica queste straordinarie abilità; anzi, il loro talento qualche volta
aiuta i savant a stabilire una routine o un modo di vita normali </span></b></div>
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<b><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">L'importanza dell'emisfero sinistro</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Sebbene oggi
gli specialisti siano in grado di caratterizzare meglio i talenti dei savant,
non vi è alcuna teoria generale che possa descrivere esattamente come e perché
essi possiedano queste abilità. La spiegazione più appropriata sembra essere
quella secondo cui una lesione dell'emisfero cerebrale sinistro indurrebbe
quello destro a compensare il deficit. I dati a favore di questa ipotesi si
stanno accumulando da diversi decenni. Nel 1975 uno studio
pneumoencefalografico evidenziò <span style="background: yellow; mso-bidi-font-weight: bold; mso-highlight: yellow;">danni dell'emisfero sinistro</span> in 15 su
17 pazienti autistici; quattro di loro erano savant. (La pneumoencefalografia
era una dolorosa tecnica per l'ottenimento di immagini cerebrali - oggi non più
usata - nella quale si iniettava aria nel liduido cerebra-spinale del paziente
e si eseguiva una radiografia del cervello per vedere dove migrava l'aria
iniettata.) Uno studio eloquente pubblicato da T. L. Brink nel 1980 diede
ulteriore credibilità all'idea che le alterazioni dell'emisfero sinistro
fossero importanti nella sindrome del savant. Brink, uno psicologo del Crafton
Hills College in California, descrisse un <span style="background: yellow; mso-bidi-font-weight: bold; mso-highlight: yellow;">bambino normale di nove anni
che era diventato muto, sordo ed emiplegico sul lato destro a causa di un danno
da proiettile all'emisfero sinistro.</span><span style="mso-bidi-font-weight: bold;"> </span>Dopo questo fatto, cominciò a manifestare insolite abilità
meccaniche: era in grado di riparare biciclette con un complesso sistema di
rapporti e di congegnare piccole invenzioni.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Matura
prima il destro poi il sinistro</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Anche le
ricerche di Bernard Rimland dell'Autism Research lnstitute di San Diego
confermano questa idea. Rimland gestisce la maggiore base di dati al mondo
sulle persone affette da autismo; possiede informazioni su oltre 34.000
individui. Egli ha osservato che le <span style="background: yellow; mso-bidi-font-weight: bold; mso-highlight: yellow;">capacità da savant</span> che in genere si
manifestano negli autistici sono quelle associate <span style="background: yellow; mso-bidi-font-weight: bold; mso-highlight: yellow;">alle funzioni dell'emisfero
destro</span>, mentre le capacità più deficitarie sono associate alle funzioni
dell'emisfero sinistro. Alla fine degli anni ottanta Norman Geschwind e Albert
M. Galaburda della Harvard University proposero una teoria per dar conto
dell'origine di una parte delle lesioni all'emisfero sinistro, nonché del
fatto che i savant sono in gran parte maschi. Nel loro libro <span style="color: blue; mso-bidi-font-weight: bold;">Cerebral Lateralization</span><i>,
</i>i due neurologi osservarono che <span style="background: yellow; mso-bidi-font-weight: bold; mso-highlight: yellow;">l'emisfero sinistro del cervello normalmente
completa il proprio sviluppo più tardi di quello destro</span>, ed è quindi soggetto
per un periodo più lungo a influenze prenatali che possono essere dannose. Nel
feto maschile, una di queste influenze nocive può essere rappresentata dal <span style="color: blue; mso-bidi-font-weight: bold;">testosterone in circolo</span>,
che è in grado di rallentare la crescita e di pregiudicare la funzionalità dei
neuroni nel vulnerabile emisfero sinistro. Come conseguenza, l'emisfero destro
spesso si trova a compensare, e diventa più grande e più dominante nei maschi.
Tant'è che 1'elevato rapporto fra maschi e femmine non si osserva soltanto
nella sindrome del savant, ma anche in altre forme di disfunzioni del sistema
nervoso centrale, <span style="background: yellow; mso-bidi-font-weight: bold; mso-highlight: yellow;">come la dislessia, il ritardo nell'acquisizione del
linguaggio, la balbuzie, 1'ipercinesia e 1'autismo.</span></span></b></div>
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<b><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Diventare savant. Danni al cervello e doti artistiche</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">In anni
recenti, si sono ottenuti ulteriori dati che danno conferma all'ipotesi
dell'emisfero sinistro. Nel 1998 Bruce L. Miller dell'Università della
California a San Francisco esaminò <span style="background: yellow; mso-bidi-font-weight: bold; mso-highlight: yellow;">cinque pazienti anziani</span> affetti da <span style="background: yellow; mso-bidi-font-weight: bold; mso-highlight: yellow;">demenza
fronto-temporale (FTD</span>), una forma di demenza presenile. Costoro, con
1'instaurarsi e il progredire della malattia; avevano sviluppato doti artistiche:
erano <span style="background: yellow; mso-bidi-font-weight: bold; mso-highlight: yellow;">diventati capaci di eseguire copie precise di opere d'arte e di dipingere
splendidamente</span>. Coerentemente con quanto si osserva nei savant, la
creatività di questi cinque individui si esprimeva nel campo di <span style="background: yellow; mso-bidi-font-weight: bold; mso-highlight: yellow;">competenza
della vista,</span> e non in quello verbale. L'analisi tomografica a emissione
di fotone singolo (SPECT) mostrò che le loro lesioni si concentravano per lo
più nell'emisfero cerebrale sinistro. Miller esaminò sette altri pazienti che
avevano sviluppato doti musicali o artistiche dopo la comparsa della FTD, e
confermò la presenza di danni nell'emisfero sinistro. Miller, Craig Hou della
Washington University e altri hanno poi confrontato queste tomografie con
quelle relative a un bambino autistico di nove anni, che chiameremo D.B.,
dotato di eccezionale talento artistico. Le immagini SPECT di D.B. hanno
rivelato un affusso sanguigno superiore al normale in alcune parti della neocorteccia,
e uno inferiore al normale nel lobo temporale sinistro. (La neocorteccia è
deputata alle funzioni cognitive di alto livello, mentre il lobo temporale è
responsabile di alcuni aspetti della memoria e dell'emotività.) Miller spera
di poter studiare altri artisti savant per vedere se i suoi risultati hanno
applicabilità generale. </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">I
savant e la memoria procedurale</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Ma il fatto che
sia D.B. sia i pazienti anziani afFetti da FTD che hanno manifestato
all'improvviso talenti da savant presentino gli stessi segni patologici è
davvero notevole e fa sperare che sia presto possibile identificare con
esattezza le <span style="color: blue; mso-bidi-font-weight: bold;">strutture
neurologiche associate alla sindrome del savant. </span>Sarà presumibilmente
più difficile identificare le cause fisiologiche della memoria prodigiosa dei
savant. Mortimer Mishkin del National Institute of Mental Health ha ipotizzato
il coinvolgimento di diversi circuiti nervosi associati alla memoria, fra cui
un circuito cortico-limbico di alto livello per quella che viene generalmente
definita memoria semantica o cognitiva, e uno cortico-striatale di livello più
basso per il tipo più primitivo di memoria basata sull'abitudine, spesso chiamata
<span style="color: blue; mso-bidi-font-weight: bold;">memoria procedurale</span>. <span style="background: yellow; mso-bidi-font-weight: bold; mso-highlight: yellow;">La
memoria dei savant sembra essere di quest'ultimo tipo.</span><span style="mso-bidi-font-weight: bold;"> </span>Gli stessi fattori che provocano
lesioni dell'emisfero sinistro potrebbero intervenire anche nel danneggiare i
circuiti della memoria di alto livello. Come conseguenza, i savant sarebbero
costretti ad affidarsi ai circuiti più primitivi, ma intatti, della memoria
procedurale. Forse le lesioni cerebrali - che siano dovute a fattori ormonali,
a malattie o a incidenti prenatali o successivi - generano in <span style="color: blue; mso-bidi-font-weight: bold;">alcuni casi certe capacità
associate all'emisfero destro che sono connesse con la memoria procedurale. È
in queste situazioni che può manifestarsi la sindrome del savant.</span></span></b></div>
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<b><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">La società
dell’emisfero sinistro</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">La comparsa di
abilità da savant in persone affette da demenza suscita interrogativi sulle potenzialità
nascoste del cervello. Di conseguenza, parecchi studiosi stanno tentando di
portare alla luce duello che è stato chiamato “il piccolo Rain Man in ciascuno
di noi”·. Un gruppo di ricerca ha utilizzato una tecnica di stimolazione
magnetica ripetitiva transcranica (rTMS) in 17 individui normali, 8 uomini e 9
donne. Tracy Morrell della University of South Australia, Robyn L. Young della
Flinders University di Adelaide e Michael C. Ridding della Adelaide University
hanno applicata la stimolazione magnetica alla regione del lobo temporale
sinistra che risultava danneggiata nei pazienti di Miller. In questo studio,
ancora non pubblicato, il gruppo riferisce che solo due partecipanti hanno
evidenziato per breve tempo una serie di capacità duali calcolo calendariale,
abilità artistica e una memoria procedurale potenziata; altri hanno scoperto talenti
disparati, anch'essi manifestatisi solo per poche ore. I ricercatori concludano
che le abilità da savant potrebbero essere presenti solo in una piccola
percentuale della popolazione normale, esattamente come compaiono solo in una
piccola percentuale dei pazienti con deficit. Tuttavia molti esperti ritengono
che esista effettivamente la possibilità di attingere a queste fonti di
capacità da savant. Allan Snyder e John Mitchell del Centre for the Mind di Canberra,
in Australia, sostengono che <span style="background: yellow; mso-bidi-font-weight: bold; mso-highlight: yellow;">i processi cerebrali dei savant sono presenti in
ciascuno di noi, ma nascosti dai più raffinati processi cognitivi concettuali.</span>
I savant autistici, a loro parere, «hanno un accesso preferenziale ai livelli
più bassi di informazione, che non sono normalmente disponibili attraverso
1'introspezione».</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Anche noi siamo
d'accordo sul fatto che tutti posseggano i circuiti e le vie nervose
indispensabili per le funzioni mentali da savant, ma che essi siano normalmente
poco accessibili, anche perché la <span style="color: blue; mso-bidi-font-weight: bold;">nostra società tende a essere basata sull'emisfero sinistro. </span>Capita
tuttavia di percepire in noi stessi aspetti dei savant, quando “arriviamo”
improvvisamente a qualcosa o scopriamo una nuova abilità. Alcune tecniche -
fra cui l'ipnosi, le interviste a soggetti sotto 1'influenza di amobarbital
sodico, un barbiturico che induce rilassamento, e la stimolazione cerebrale
nel corso di interventi neurochirurgici - forniscono indicazioni sul fatto che
nel cervello si trovi allo stato quiescente un enorme serbatoio di memorie.
Anche i sogni possono riportare alla luce queste memorie o «innescare» nuove
capacità.</span></b></div>
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<b><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Savant: finestra sulle intelligenze multiple</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Nessun modello
dei processi cerebrali potrà dirsi completo fino a che non avrà spiegato questa
rara condizione. Oggi sono disponibili strumenti per esaminare la struttura e
la funzionalità del cervello, e questi studi possono essere correlati con
dettagliate analisi neuropsicologiche dei savant. Possiamo dunque sperare che i
resoconti aneddotici che hanno caratterizzato nell'ultimo secolo la
letteratura su questo argomento vengano presto sostituiti dal confronto di dati
quantitativi su gruppi di persone normali e con deficit, compresi gli individui
prodigio e i savant. La sindrome del savant rappresenta una singolare finestra
sul cervello per quanto riguarda <span style="background: yellow; mso-bidi-font-weight: bold; mso-highlight: yellow;">i rapporti fra intelligenza generale e le
molteplici forme dell'intelligenza</span>. Potrebbe anche aiutare a far luce
sulla plasticità cerebrale e sui meccanismi di compensazione, adattamento e
riparazione nel sistema nervoso centrale: aree di ricerca che sono vitali per
comprendere e curare svariate patologie, <span style="color: blue; mso-bidi-font-weight: bold;">dall'ictus alla paralisi e al morbo di Alzheimer.</span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Ma la sindrome
del savant ha rilevanza anche al di fuori del campo strettamente scientifico.
Si possono trarre molte lezioni da queste persone straordinarie e da chi si
occupa di loro, dalle famiglie ai terapeuti. Una delle più importanti è che i
savant possono manifestare le loro capacità non solo grazie ai circuiti
nervosi, ma anche all'affetto e alla dedizione di coloro che li circondano. La
sindrome del savant potrebbe farci compiere passi fondamentali nella
comprensione sia del cervello sia delle potenzialità umane.</span></b></div>
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<br /></div>
Gabryhttp://www.blogger.com/profile/09577347778861108122noreply@blogger.com0tag:blogger.com,1999:blog-5087624977015253994.post-71836102970249879522012-09-02T13:14:00.002+02:002012-09-02T13:15:06.770+02:00Intelligenze multiple e nuove tecnologie<!--[if gte mso 9]><xml>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: "Arial Black"; mso-fareast-font-family: "Arial Black";"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Studiando per
anni il cervello e i suoi meccanismi Gardner ha scoperto l'esistenza di <span style="background: yellow; mso-highlight: yellow;">otto diversi tipi di
intelligenze,</span> <span style="background: lime; mso-highlight: lime;">sei in
più rispetto alle due prese in considerazione dai test standard per la
valutazione del QI.</span> Le nuove tecnologie sono in perfetta sintonia con
queste intelligenze multiple: permettono, infatti, di gestire il materiale di
studio secondo punti di vista diversi, quelli suggeriti dalle diverse
intelligenze multiple.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: "Arial Black"; mso-fareast-font-family: "Arial Black";"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Dunque le nuove
tecnologie digitali sono strumenti molto efficaci per potenziare le eventuali
carenze relative ad una delle <span style="background: lime; mso-highlight: lime;">otto
intelligenze multiple</span>. In questo senso esse possono garantire una <span style="background: lime; mso-highlight: lime;">educazione personalizzata</span> .</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: "Arial Black"; mso-fareast-font-family: "Arial Black";"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">I bambini
dovrebbero imparare ad usare il computer in modo molto naturale, apprendendo,
per esempio, dai genitori in casa; l'unico pericolo che si corre è che per i
più piccoli, in particolare, il computer diventi un sostituto delle persone.
Anche i bambini che inizialmente non si interessano ai computer vi si imbatteranno
ugualmente nel coltivare altri interessi.</span></b></span></span></div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYs0qFGCtZ4KMjyrUsNVLr13bKuJf6pCzbJn2F3G6qJcWt2s_V2EjTz_3HiJ2p2cKux3Ebi8K_fJjB3LPotHxbWzmzF5fpbFrbxxI5GJwgxL7rgSAOxiiYRJ4w6BWIAVkeZhjcO1nCRQ/s1600/Howard_Gardner++staff.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYs0qFGCtZ4KMjyrUsNVLr13bKuJf6pCzbJn2F3G6qJcWt2s_V2EjTz_3HiJ2p2cKux3Ebi8K_fJjB3LPotHxbWzmzF5fpbFrbxxI5GJwgxL7rgSAOxiiYRJ4w6BWIAVkeZhjcO1nCRQ/s1600/Howard_Gardner++staff.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Howard Gardner staff</b></span></span></td></tr>
</tbody></table>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: "Arial Black"; mso-fareast-font-family: "Arial Black";"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">La <span style="background: lime; mso-highlight: lime;">didattica a distanza</span> è un
buono strumento per ottimizzare e stimolare il lavoro degli insegnanti e degli
studenti disposti ad assumere un atteggiamento attivo di fronte al loro lavoro.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="background: yellow; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: "Arial Black"; mso-fareast-font-family: "Arial Black"; mso-highlight: yellow;"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Gli insegnanti
devono essere molto cauti nell'uso di Internet a scuola e, soprattutto, devono
insegnare agli alunni a <span style="background: yellow; mso-highlight: yellow;">sviluppare
una forte capacità di giudizio rispetto a tutto quello che si può trovare sulla
rete.</span></span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: "Arial Black"; mso-fareast-font-family: "Arial Black";"><span style="mso-list: Ignore;">6.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Rispetto
all'età in cui i bambini dovrebbero iniziare ad usare il computer non esistono
regole precise.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: "Arial Black"; mso-fareast-font-family: "Arial Black";"><span style="mso-list: Ignore;">7.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">I bambini non
dovrebbero, però, <span style="background: yellow; mso-highlight: yellow;">essere
lasciati troppo soli davanti al computer</span>, per evitare che visitino dei
siti a loro poco adatti.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: "Arial Black"; mso-fareast-font-family: "Arial Black";"><span style="mso-list: Ignore;">8.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Una censura
troppo rigida rispetto a quello che i bambini possono o non possono vedere in
TV o su Internet non è una soluzione che garantisce la salvaguardia della
"purezza" dei propri figli.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: "Arial Black"; mso-fareast-font-family: "Arial Black";"><span style="mso-list: Ignore;">9.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">La <span style="background: lime; mso-highlight: lime;">grande quantità di informazione</span>
che si riceve dai nuovi media pone il problema di mantenersi capaci di <span style="background: lime; mso-highlight: lime;">distinguere quello che si vuole memorizzare
e fare proprio</span>, senza restare semplicemente confusi.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAVyFaVX9m-aXlOC6sJxEcLw6gGwuMvIc3qqFRCcLgw2Hz894OCw9O6Pmq_4osDxz6-qvyPorjQt71nh21gErNRoFT07Z7CU0q14BiYAf9OdR5wADvDiGmMuG7ZnjF_ivkN8zkNEuzXQ/s1600/HOWARD+GARDNER.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAVyFaVX9m-aXlOC6sJxEcLw6gGwuMvIc3qqFRCcLgw2Hz894OCw9O6Pmq_4osDxz6-qvyPorjQt71nh21gErNRoFT07Z7CU0q14BiYAf9OdR5wADvDiGmMuG7ZnjF_ivkN8zkNEuzXQ/s1600/HOWARD+GARDNER.jpg" /></a></span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-family: "Arial Black"; mso-fareast-font-family: "Arial Black";"><span style="mso-list: Ignore;">10.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">I bambini che
hanno un computer a casa hanno ovviamente maggiori opportunità di quelli che
possono usarlo soltanto a scuola. Comunque, la tecnologia non è sempre
condizione necessaria al successo di una persona.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">INTERVISTA:</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Può
illustrarci la sua teoria sulla intelligenza multipla, la teoria che lo ha reso
famoso in tutto il mondo?</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">La gran parte
della gente, quando usa la parola intelligenza pensa che ci sia una singola
intelligenza con la quale si nasce e che non si può cambiare molto. Si
attribuisce un gran valore <span style="background: yellow; mso-highlight: yellow;">a
quello che si chiama un IQ test</span>, una serie di domande alle quali si
risponde bene o meno bene. Io penso che il test del quoziente intellettivo sia
una <span style="background: lime; mso-highlight: lime;">misura ragionevole del
rendimento delle persone a scuola</span>, ma esso offre una visione <span style="background: yellow; mso-highlight: yellow;">molto ristretta di come sia
l'intelletto umano una volta usciti dalla scuola.</span> Nel mio lavoro ho
gettato via i test perché penso che essi non possano esaminare l'intero spettro
delle capacità umane. <span style="color: #c00000;">Viceversa, ho studiato il
cervello e come si è evoluto nel corso di molti, molti anni.</span> Ho anche
studiato il tipo di abilità cui si attribuisce valore nelle diverse culture,
non solo nella nostra cultura oggi, ma nella nostra cultura storicamente, e
nelle culture di tutto il mondo. Come risultato di questo studio di molti anni
ho <span style="background: lime; mso-highlight: lime;">definito almeno otto
intelligenze diverse.</span> La definizione standard di intelligenza ed il test
standard guardano a due intelligenze: quella </span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> </span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHUVjLpDj_wMnhE9pQNe7YAVFqB8Vym7M-p_lMnZTvH_YMbEu3tuKX3k3SEO6_t7i1fvV-F19kVfVAKbCjseff3a7Vs4MoDCq-fs9ftKodHAkkpoumwG3ptYH4BIx0XQmrnKhARai03g/s1600/INTELLIGENZA+O+TALENTO+LINGUISTICO.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHUVjLpDj_wMnhE9pQNe7YAVFqB8Vym7M-p_lMnZTvH_YMbEu3tuKX3k3SEO6_t7i1fvV-F19kVfVAKbCjseff3a7Vs4MoDCq-fs9ftKodHAkkpoumwG3ptYH4BIx0XQmrnKhARai03g/s1600/INTELLIGENZA+O+TALENTO+LINGUISTICO.jpg" /></a> </span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">linguistica e quella logica, che
sono molto importanti a scuola. Ma io sostengo che ci sono almeno <span style="background: lime; mso-highlight: lime;">altre sei intelligenze</span>,
incluse quella musicale, <span style="color: red;">quella spaziale</span> - che
consiste nell'abilità di valutare gli ampi spazi allo stesso modo <span style="color: red;">del pilota o di un navigatore, o gli spazi locali, come
farebbero uno scultore, un architetto o un giocatore di scacchi </span>; </span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">l'intelligenza
cinestetica corporea</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">, che è
l'intelligenza del <span style="color: blue;">ballerino, dell'atleta,
dell'artigiano, dell'attore; </span></span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">due tipi di <span style="color: red;">intelligenza personale</span>, che consiste nella
comprensione delle altre persone, come esse lavorano, come motivarle, come
andare d'accordo con loro; </span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">l'intelligenza
interpersonale,</span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> che consiste </span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> </span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLoAi3nD2c_wP2wGkzZN6A8TIw7T1kSeBKVVp2eS8nlQ4wEvnjAPizuXJrtTx47muXQAdoZa3uSUqNWHccllsfRCXB5Dy_Qb0wZzXlCGydan7Dfhkxid-jtIotvWc8KG5AXK7QYn8X7g/s1600/INTELLIGENZA+O+TALENTO+LOGICO-MATEMATICO.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLoAi3nD2c_wP2wGkzZN6A8TIw7T1kSeBKVVp2eS8nlQ4wEvnjAPizuXJrtTx47muXQAdoZa3uSUqNWHccllsfRCXB5Dy_Qb0wZzXlCGydan7Dfhkxid-jtIotvWc8KG5AXK7QYn8X7g/s1600/INTELLIGENZA+O+TALENTO+LOGICO-MATEMATICO.jpg" /></a> </span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">nella comprensione di se stessi, di chi si è, di cosa si cerca di raggiungere,
di quello che si può fare per avere maggiore successo nella propria vita.
Recentemente ho aggiunto una nuova intelligenza chiamata <span style="background: yellow; mso-highlight: yellow;">"intelligenza
naturalistica",</span> 0 che consiste nella capacità di riconoscere
diversi oggetti nella natura: esseri viventi, piante, animali, e anche altre
cose in natura come le rocce, o nuvole o tipi diversi di tempo.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Ora, tutti noi
siamo dotati di queste diverse intelligenze. Infatti, qualcuno potrebbe dire
che sto definendo gli esseri umani non nel modo in cui fece Socrate, come
animali razionali, <span style="background: lime; mso-highlight: lime;">ma come
animali dotati di linguaggio, di logica e così via</span>. In ogni caso, mentre
tutti noi possediamo queste intelligenze, <span style="color: #c00000;">non
esistono due persone che abbiano esattamente la stessa combinazione di
intelligenze</span>. Qualcuno è più forte nell'intelligenza linguistica,
qualcuno in quella spaziale. Anche il modo</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> </span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIXGrmMSrmK1APuhEI7e2YaUAnpYI6J1BlPSJmuIYo1W84im3k6FTLXfwH9eOOBpkoC7lSPRfma2LpgvWtrQcnIEtNzucK_0ojClygRlRkkXY8bZrjoXSRd7mshdMPE3bzVwsr-KQ4iQ/s1600/INTELLIGENZA+O+TALENTO+MUSICALE.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIXGrmMSrmK1APuhEI7e2YaUAnpYI6J1BlPSJmuIYo1W84im3k6FTLXfwH9eOOBpkoC7lSPRfma2LpgvWtrQcnIEtNzucK_0ojClygRlRkkXY8bZrjoXSRd7mshdMPE3bzVwsr-KQ4iQ/s1600/INTELLIGENZA+O+TALENTO+MUSICALE.jpg" /></a> </span></b></span></span></div>
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<br /></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">in cui combiniamo le intelligenze o
non le combiniamo è differente fra le persone, e qui entrano in gioco le
implicazioni educazionali. Perché o noi possiamo trattare tutti come se fossero
uguali, il che semplicemente indirizza un tipo di intelligenza, o possiamo
cercare di capire le <span style="background: lime; mso-highlight: lime;">intelligenze
dei bambini e personalizzare</span>, individualizzare l'educazione il più
possibile. Il mio pensiero è che anche se si vuole che ognuno impari lo stesso
materiale; <span style="mso-spacerun: yes;"> </span>si può insegnarlo in molti
modi, e si può anche stimare o valutare in molti modi ciò che lo studente sta
imparando. E' qui che viene fuori il ruolo della tecnologia,
nell'individuazione del curriculum, dei materiali, degli argomenti per gli
studenti, e nel dare loro molti modi di studiare e molti modi di padroneggiare
il materiale.</span></b></span></span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Dunque
qual è il ruolo delle nuove tecnologie nella teoria delle intelligenze
multiple?</span></b></span></span></div>
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<br /></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Ogni
intelligenza tradizionalmente è utilizzata da diverse tecnologie. <span style="background: lime; mso-highlight: lime;">Un'intelligenza linguistica</span>
dalla semplice tecnica della penna, del libro, del microfono; <span style="background: lime; mso-highlight: lime;">l'intelligenza logica</span> e
matematica dalla tecnologia del pallottoliere, della calcolatrice oppure dal
computer; <span style="background: lime; mso-highlight: lime;">l'intelligenza
musicale</span> con gli strumenti, i sintetizzatori e così via. Avendo degli
esseri umani ed una intelligenza, si </span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> </span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicUW-fnTV2sc75rWrTHJgYuEQNeuuJBAQ6Z2QSBsPPSFlp779twNJlLhu_byuxPWGvtmXeeMJovx_QsgaJcD7tmYb4VBWs32is_nX4xkPlKiRHroNxUHGVYAX8WnQ2BQDAdtNbX3V7Yw/s1600/INTELLIGENZA+O+TALENTO+SPAZIALE.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicUW-fnTV2sc75rWrTHJgYuEQNeuuJBAQ6Z2QSBsPPSFlp779twNJlLhu_byuxPWGvtmXeeMJovx_QsgaJcD7tmYb4VBWs32is_nX4xkPlKiRHroNxUHGVYAX8WnQ2BQDAdtNbX3V7Yw/s1600/INTELLIGENZA+O+TALENTO+SPAZIALE.jpg" /></a> </span></b></span></span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">sviluppa una tecnologia da dirigere con
quella intelligenza. Ma penso che ciò che la gente vuole sapere è la <span style="background: lime; mso-highlight: lime;">relazione fra l'intelligenza e le
nuove tecnologie</span>. E' molto importante capire che la tecnologia è solo
uno strumento, niente di meno e niente di più. Ho una penna qui. Essa è uno
strumento. Posso usare la penna per scrivere un sonetto, come Shakespare o
Dante. Posso anche usare la penna per cavare un occhio a qualcuno. <span style="background: lime; mso-highlight: lime;">E' solo uno strumento.</span> E i
computer possono essere usati per manipolare le persone o per liberarle, i
computer possono essere usati per insegnare alla gente nello stesso noioso modo
rigoroso in cui si è insegnato per moltissimi anni, <span style="background: lime; mso-highlight: lime;">o possono essere usati per insegnare in modi molto
nuovi.</span> Ovviamente, mi piacerebbe che le tecnologie venissero usate nei
modi che liberano gli individui, che consentissero loro un maggiore accesso
alle cose rispetto al passato. Lasci che usi me stesso come esempio. Io
possiedo una intelligenza musicale piuttosto forte, <span style="background: yellow; mso-highlight: yellow;">ma non una particolare intelligenza spaziale</span>.
Quando ero a scuola mi venne chiesto di cercare di immaginare una figura in tre
dimensioni e come essa veniva trasformata. Era un'operazione molto difficile da
fare nella mia testa. Ora io posso creare una immagine sullo schermo del computer
e girarla tutto intorno, realizzando, in questo modo, davanti a me, quello che
dovevo fare nella mia testa. Poiché sono migliore nella intelligenza musicale,
se ascolto una fuga, per esempio, con un tema, posso sentire nel modo in cui il
tema viene trasformato o preso da un'altra voce. <span style="background: lime; mso-highlight: lime;">Posso farlo con le mie orecchie.</span> Ma se non fossi
stato in grado di farlo con le mie orecchie, avrei potuto prendere un
registratore, registrare la fuga, separare le voci, seguirne una da una parte
all'altra del pezzo; e di nuovo la tecnologia mi avrebbe aiutato a fare quello
che non sono in grado di fare nella mia testa.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Dalla mia
prospettiva, la più grande promessa della tecnologia è quella di
individualizzare l'educazione. Se un insegnante ha 30 o 40 studenti e <span style="background: lime; mso-highlight: lime;">non ha a disposizione alcuna
tecnologia,</span> non ha molta scelta: lui o lei deve leggere o dare a tutti
lo stesso compito. Ma se, per esempio, un insegnante ha 30 o 40 studenti, ma
ciascuno studente possiede il <span style="background: lime; mso-highlight: lime;">proprio
computer</span> con il CD ROM o il video disk player, allora, l'insegnante può
insegnare le frazioni in un modo ad uno studente e in un </span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> </span></b></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiO0ZfzAPLhdS1GQ6CQq9r-C-d9wmDr6J_C9y9HMcauVPGCeNT3Xc9DMfjGbK5dQ7yPpYaj31fgYteaWGuhx9eeKvQSmWNNpNvruxPuki-hFP3TBnPDzOA3-canLCIjH-EHlwo1Ua-bxQ/s1600/INTELLIGENZA+O+TALENTO+CINESTETICO.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiO0ZfzAPLhdS1GQ6CQq9r-C-d9wmDr6J_C9y9HMcauVPGCeNT3Xc9DMfjGbK5dQ7yPpYaj31fgYteaWGuhx9eeKvQSmWNNpNvruxPuki-hFP3TBnPDzOA3-canLCIjH-EHlwo1Ua-bxQ/s1600/INTELLIGENZA+O+TALENTO+CINESTETICO.jpg" /></a> </span></b></span></span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">altro modo ad un altro
studente, e può altresì offrire allo studente vari modi di mostrare ciò che
capisce. Così la tecnologia mantiene la promessa di personalizzare ed individualizzare
l'educazione molto più che nel passato. Perché questo è importante?
Tradizionalmente, l'educazione è stata un segno di selezione. <span style="background: lime; mso-highlight: lime;">A chi pensa in un certo modo,</span>
a chi può passare per la cruna di un ago, per usare una metafora, <span style="background: lime; mso-highlight: lime;">noi daremo un riconoscimento,</span>
e <span style="background: yellow; mso-highlight: yellow;">tutti gli altri saranno
messi da parte perché non sono in grado di fare le cose in quel modo</span>. Se
noi individualizziamo o personalizziamo l'educazione, invece di avere un test
che ciascuno deve superare, possiamo avere dei test appropriati per ciascuno in
considerazione della sua intelligenza. Questo significa che ognuno può essere
avvantaggiato in base alle proprie potenzialità, e non si forzeranno tutti ad
essere come un certo prototipo, e se non si può essere come quel prototipo
allora non si ha alcuna opportunità.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbGPNkrZl42-biJODIAa9XnfVfrNqx3d-Mc3CcSb-J0Qoul5ANLgm0mbPIsyhxdJOzafNKhNPWcq593rNaRgsIRmC8MhrHwGxBnFD0mlfK5tg6GQ8qzUrbGZacERctbOHHxS272g5RWg/s1600/INTELLIGENZE+O+TALENTI+PERSONALI.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbGPNkrZl42-biJODIAa9XnfVfrNqx3d-Mc3CcSb-J0Qoul5ANLgm0mbPIsyhxdJOzafNKhNPWcq593rNaRgsIRmC8MhrHwGxBnFD0mlfK5tg6GQ8qzUrbGZacERctbOHHxS272g5RWg/s1600/INTELLIGENZE+O+TALENTI+PERSONALI.jpg" /></a></span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Come
possono, le tecnologie, essere importanti per lo sviluppo della intelligenza?</span></b></span></span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Attualmente
ogni bambino dovrebbe essere avviato alla conoscenza dei computer con la
maggiore naturalezza possibile. Se i genitori e gli insegnanti usano i computer
quasi ogni bambino li userà naturalmente. <span style="background: yellow; mso-highlight: yellow;">Infatti, molti di noi che hanno una certa età ed hanno
dei bambini, hanno i bambini che insegnano loro il computer e non viceversa.</span>
Dunque, i computer non sono un problema per i bambini. E' importante che il
computer sia introdotto in modo naturale. Ciò che noi non vogliamo sono i
computer che sostituiscono gli esseri umani. Quello che un computer dovrebbe
fare è consentire agli esseri umani di fare il tipo di cose che un computer non
può fare: <span style="background: lime; mso-highlight: lime;">un computer non può
abbracciare, bisogna sempre essere in grado di abbracciare il proprio figlio.</span>
Questo è un ruolo molto importante per l'essere umano. Immaginiamo di avere un
figlio che non sia interessato ai computer. Non mi preoccuperei della cosa, a
meno che il bambino non sia interessato neanche ad altre cose. <span style="background: yellow; mso-highlight: yellow;">Se il bambino non dovesse
trovare interesse in nessuna cosa, penserei all'esistenza di un problema.</span>
Ma se un bambino si interessa di qualche cosa, ai giorni nostri, prima o poi si
interesserà ai computer, perché ogni cosa della nostra vita è contagiata dai
computer. Se un bambino si interessa agli strumenti musicali e non ad un
computer, un giorno vorrà comporre al computer o comporre musica elettronica o
ascoltare la musica su un CD ROM; solo allora si interesserà alla tecnologia.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiG8c9_q43ySDrMR5peOrDtIALwkPr4nn6v1dc63OOkAiP9A-Caq0M2Wzki6LQFrQI31gV00CBhPw2lkAeZn63VyMPWCDdCiqbhin_cxmMloz-_drQpBlIVBQdeGpQEk68SuZN3Hbp1A/s1600/INTELLIGENZA+O+TALENTO+NATURALISTICO.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiG8c9_q43ySDrMR5peOrDtIALwkPr4nn6v1dc63OOkAiP9A-Caq0M2Wzki6LQFrQI31gV00CBhPw2lkAeZn63VyMPWCDdCiqbhin_cxmMloz-_drQpBlIVBQdeGpQEk68SuZN3Hbp1A/s1600/INTELLIGENZA+O+TALENTO+NATURALISTICO.jpg" /></a></span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Qual
è la sua opinione in merito alla tele-educazione? Crede che essa sostituirà
l'insegnante classico oppure si tratta solo di un altro modo di insegnare?</span></b></span></span></div>
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<br /></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Si possono
usare tecnologie remote per aiutare ad insegnare, certamente lo si deve fare.
Non c'è ragione per cui dovrei ripetere la stessa lettura venti volte se si può
fare con una video-conferenza o se può essere inserita in un CD ROM. Comunque,
come nel caso dei bambini, ci sono diverse funzioni che i computer non possono
svolgere bene con gli studenti. I computer non possono introdurre gli studenti
nel mondo del lavoro, <span style="background: yellow; mso-highlight: yellow;">non
possono fornire valutazioni personali del lavoro degli studenti</span>, almeno
non attualmente. Dunque, io, come insegnante uso la tecnologia allo scopo di
liberarmi per svolgere delle operazioni che la tecnologia del computer non è in
grado di fare. <span style="background: yellow; mso-highlight: yellow;">Gli
insegnanti che svolgono la solita noiosa lezione</span> saranno presto
rimpiazzati da lezioni più interessanti mandate da Roma, da Londra o da Tokyo.
In questo modo lo stimolo per gli insegnanti sarà quello di sviluppare delle
abilità che il computer non è in grado di fornire. Io sono un insegnante e
credo che l'aspetto più importante dell'apprendimento, per gli studenti,
consista nell'osservarmi mentre lavoro: vedere come mi relaziono con gli
ospiti, osservare come indago su un problema di ricerca, come io guardo un dato
e gli do un senso. Questi sono elementi dell'insegnamento che mancano alla
tecnologia, anche se alcuni di essi potrebbero probabilmente essere simulati.
Allo stesso modo penso che la tecnologia sarà un problema per lo studente
pigro, perché ogni risposta che il computer può dare, noi non abbiamo bisogno
di averla dallo studente. Dunque, egli dovrà avere più immaginazione, più
creatività, dovrà, in sostanza, andare un po' più in là. Insomma, penso che il
computer ci stimoli ad essere attivi.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhogijrCMlgU_j-EFg-ae8h8HdQQKpoDnGtt69wE6rR0DJVWVnNL3DarhmNY_22qyHXd_cOFsE0eQ6etgRdbvDghX5ZTZATGcB7kQY1gRmw-xE0-kK2bk5i6If1O8rO2aOXp-8HW44Njg/s1600/INTELLIGENZA+O+TALENTO+ESISTENZIALE.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhogijrCMlgU_j-EFg-ae8h8HdQQKpoDnGtt69wE6rR0DJVWVnNL3DarhmNY_22qyHXd_cOFsE0eQ6etgRdbvDghX5ZTZATGcB7kQY1gRmw-xE0-kK2bk5i6If1O8rO2aOXp-8HW44Njg/s1600/INTELLIGENZA+O+TALENTO+ESISTENZIALE.jpg" /></a></span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Il
Presidente Obama dice che tutte le scuole del mondo devono essere interconnesse.
A Suo avviso questo provvedimento è sufficiente per una buona preparazione
delle generazioni future? Se non lo è, di cosa abbiamo bisogno?</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Se lei
chiedesse a me se preferirei avere tutte le scuole collegate ad Internet o se
preferirei che ci fossero buoni insegnanti ed una libreria, io sceglierei dei
buoni insegnanti e la libreria. Tuttavia, il suo punto di vista è appropriato.
Viviamo in un'era tecnologica, e <span style="background: lime; mso-highlight: lime;">la gente ha bisogno di avere contatti con luoghi lontani via Internet;</span>
quindi non polemizzerei con quello che dice, poiché si tratta di
un'affermazione politica che non ha molta sostanza.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Quindi,
il problema consiste nella creazione di una disponibilità di informazioni per
gli stessi insegnanti, perché altrimenti avremo degli insegnanti che non hanno
alcuna competenza nel settore tecnologico.</span></b></span></span></div>
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<div class="MsoNormal" style="text-align: justify;">
<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Non è solo una
questione di insegnanti che sappiano come entrare - questo è facile da fare - o
come mostrare il modo di entrare nel Web mondiale. <span style="background: lime; mso-highlight: lime;">Il problema più importante è nella qualità di
informazioni contenute in Internet.</span> Questo problema richiede un giudizio
da parte di qualcuno per sapere cosa ignorare, a <span style="background: lime; mso-highlight: lime;">cosa fare attenzione.</span> Il problema del giudizio è di
più difficile risoluzione rispetto alla conoscenza necessaria per accedere ad
Internet. <span style="color: #c00000;">Bisogna aiutare a distinguere</span>. Io
dico sempre che <span style="color: #c00000;">l'informazione</span> non è la
stessa cosa della <span style="color: #c00000;">conoscenza,</span> che la
conoscenza non è la stessa cosa del <span style="color: #c00000;">giudizio</span>,
e il giudizio non è la stessa cosa della <span style="color: #c00000;">saggezza</span>.
Sono necessarie delle persone sagge, <span style="background: yellow; mso-highlight: yellow;">Internet non aiuta a divenire saggi.</span> Può anche far diventare
matti se si crede ad ogni cosa contenuta in esso. Ma certamente si può dire la
stessa cosa dei libri: esistono moltissimi libri pieni di cose senza senso.
Penso che la differenza stia nel fatto che per essere in grado di pubblicare un
libro sia necessaria una certa cifra. Invece, ognuno è in grado di mettere
qualsiasi cosa nel Web mondiale, e per questa ragione i pericoli disponibili
sono maggiori, e, di conseguenza, si deve essere dei migliori scopritori di
pericoli.</span></b></span></span></div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmukSFbu-hr1t48RoOmjusbR4-IdLcsSRF5gVfFv29nA40DI9UqcerDvO_lmeTxuEn9v1-oS_2a14vpxUpmpAYIAMTBlWqXBZU1Nn3Bi3R3C3AJ3OXTl1zHSy6uWEg0Otu-ub9PFS0RQ/s1600/Howard_Gardner+2009.JPG" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmukSFbu-hr1t48RoOmjusbR4-IdLcsSRF5gVfFv29nA40DI9UqcerDvO_lmeTxuEn9v1-oS_2a14vpxUpmpAYIAMTBlWqXBZU1Nn3Bi3R3C3AJ3OXTl1zHSy6uWEg0Otu-ub9PFS0RQ/s1600/Howard_Gardner+2009.JPG" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Howard Gardner </b></span></span></td></tr>
</tbody></table>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">In
base alla sua esperienza, qual è l'età migliore per un bambino per cominciare
ad usare il computer?</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Penso che la
maggior parte dei bambini che possiedono un computer comincerebbero ad
interessarsi ad esso non appena fossero abili a muovere un mouse. Ma, ancora,
non mi preoccuperei se un bambino non lo facesse. Così come trova interessanti
altre cose, prima o poi il bambino troverà interessante anche il computer.
Molti genitori si preoccupano enormemente se il <span style="background: yellow; mso-highlight: yellow;">loro bambino di tre, quattro, cinque o sei anni non è un
esperto di computer</span>. Penso sia folle preoccuparsi. Mi preoccuperei molto
di più se non avesse voglia di uscire, di giocare con altri bambini o di
arrampicarsi sugli alberi, o di andare sull'altalena, o se non volesse andare
allo zoo oppure osservare quando si cucina. La ragione per la quale è folle
preoccuparsi è che ogni pochi anni i computer cambiano totalmente, in ogni
caso. <span style="background: yellow; mso-highlight: yellow;">Dieci anni fa si
diceva che bisognava insegnare ai bambini come programmare.</span> Ora nessuno
lo dice più. Dunque, i genitori dovrebbero usare il loro giudizio e non
agitarsi solo perché il loro bambino non passa tutto il suo tempo con il mouse.</span></b></span></span></div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhk1Uhq3uJur46fS9txHQRtI_O7fUYWmr16RPve37MUavDDyW_7D5DsJzIDqo5Nj6AUe-itQKNNpvJHBepvxeUc0B8gncw93WSvBNbwX4cmdvbeICs3m_zk3v84YIXIPDZHvEPgPZXjRw/s1600/howard-gardne+3r.jpg.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhk1Uhq3uJur46fS9txHQRtI_O7fUYWmr16RPve37MUavDDyW_7D5DsJzIDqo5Nj6AUe-itQKNNpvJHBepvxeUc0B8gncw93WSvBNbwX4cmdvbeICs3m_zk3v84YIXIPDZHvEPgPZXjRw/s1600/howard-gardne+3r.jpg.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Howard Gardner 2</b></span></span></td></tr>
</tbody></table>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Ma
Internet può dare dei problemi. C'è un'età in cui si può usare Internet senza
rischi ed esiste un modo per navigare in Internet senza correre pericoli?</span></b></span></span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Io penso che
sia importante per i genitori non limitarsi a mettere il bambino in una stanza
dove si trova il computer e lasciarlo da solo. E, naturalmente, una volta che
il bambino può leggere i libri, probabilmente non si vuole che legga qualsiasi
cosa per il solo fatto che è in grado di farlo. A mio avviso Internet è, in
qualche modo, più affascinante. I bambini sono più propensi a lavorare insieme
su Internet, piuttosto che leggere insieme. Ma ogni volta che ci sono stati dei
genitori ed un Giardino dell'Eden, c'erano dei pericoli in giro, e <span style="background: yellow; mso-highlight: yellow;">i genitori che lasciavano i
bambini completamente affidati a se stessi</span> avevano dei bambini che si
cacciavano nei guai. I genitori che non solo si occupavano dei bambini, ma che
dimostravano di avere dei modelli nella loro vita, avevano molto meno di cui
preoccuparsi. Io penso che i figli abbiano sempre dei segreti per i loro
genitori, e, probabilmente, così come un buon genitore non dovrebbe dare per
certo che suo figlio non fumi o non faccia uso di droghe, allo stesso modo, un
buon genitore non dovrebbe affermare che suo figlio senz'altro non è su una
chat room illecita. Penso che si debba mantenere uno stretto contatto con i
bambini. <span style="color: #c00000;">Ma gli argomenti tabù non sono una novità.</span>
In America noi segnaliamo i programmi a rischio per i bambini. Ma si è scoperto
che non appena i bambini imparano questa cosa vogliono vedere proprio quei
programmi che non dovrebbero. Dunque, limitarsi a segnalare quei programmi non
risolve il problema.</span></b></span></span></div>
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<div class="MsoNormal" style="text-align: justify;">
<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Dunque,
a Suo avviso, è giusto o no il controllo dei genitori sui programmi e la
censura su Internet? Si dovrebbe mettere un lock sui programmi che un bambino
non dovrebbe vedere?</span></b></span></span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Io, certamente,
credo nel controllo da parte dei genitori. Ma probabilmente non sarà possibile
rendere inaccessibili tutti i siti. Ogni giorno la gente inserisce nuovi
contenuti sul net, e si dovrebbe dipendere, in qualche misura, dal giudizio
delle persone che producono questi sistemi, e si deve dipendere dalla misura
del buon senso dei figli rispetto alle cose dalle quali stare lontani. <span style="background: lime; mso-highlight: lime;">Ciò significa che il proprio sistema
di valori è molto importante</span>. Io so che non sono capace di aver nulla a
che fare con alcun tipo di violenza nel media. Trovo che mi fa stare male, ma
non posso impedire che i miei figli, che sono interessati alla violenza, la
guardino. Ma credo che essi vedano che io provo ripugnanza per queste cose, che
le trovo ripugnanti, e penso che il mio atteggiamento produca un effetto su di
loro. Bisogna avere abbastanza fiducia nei propri figli, nel fatto che non
verranno distrutti solo perché vedono una cosa volgare su Internet. Dopo tutto,
qualcuno potrebbe essere ucciso proprio nella casa vicina. Non si può impedire
questo tipo di cose. <span style="background: lime; mso-highlight: lime;">Bisogna
occuparsene, quando avvengono, aiutare i bambini a capirle</span>. Se un
bambino fa una cosa sbagliata, bisogna dirglielo e poi andare avanti, senza
fare un caso di quello che è avvenuto.</span></b></span></span></div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRqY-wQG1rFcSq7-DvVoMv_2UnAhelviP8La6dMw1eKw_Z0UESnZK92JCaAiB6vo0DMtnjcO1_8WOjf0uxZhqk4bbs69LK1THSiXoO1KYeyC39baZe5UHAzKlsF0SHslHF7gUFtyNikQ/s1600/Howard_Gardner+4.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRqY-wQG1rFcSq7-DvVoMv_2UnAhelviP8La6dMw1eKw_Z0UESnZK92JCaAiB6vo0DMtnjcO1_8WOjf0uxZhqk4bbs69LK1THSiXoO1KYeyC39baZe5UHAzKlsF0SHslHF7gUFtyNikQ/s1600/Howard_Gardner+4.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Howard Gardner conferenza</b></span></span></td></tr>
</tbody></table>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">L'informazione
oggi cammina molto più in fretta che nel passato. A causa dei media noi
riceviamo molti più input dei nostri padri. Come può tale velocità influire
sulla nostra intelligenza?</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Non è molto
noto, ma il <span style="background: lime; mso-highlight: lime;">quoziente
intellettivo è salito costantemente in questo secolo.</span> Sale di qualche
punto ogni dieci anni; negli ultimi quarant'anni il quoziente intellettivo
della gente in tutto il mondo è passato da 10 a 15 punti. <span style="background: lime; mso-highlight: lime;">E' piuttosto interessante.</span> E
penso che la spiegazione stia nel fatto che un numero maggiore di persone vanno
a scuola, e la scuola rende più brillanti. Una maggiore esposizione delle
persone a più informazioni per un periodo più lungo della loro vita, non solo a
scuola, influisce sull'intelligenza. Ma molto dipende dalla qualità
dell'informazione su Internet. Più televisione si vede, più ci si deprime, più
ci si stanca, perché la gran parte del materiale televisivo è terribile. Se il
materiale televisivo fosse buono come questo programma, allora la gente
diventerebbe più intelligente anche guardando la televisione per tutto il
tempo. Dunque, similmente, sono sia <span style="background: lime; mso-highlight: lime;">la qualità del materiale di Internet</span> che l'uso che se ne fa ad
influire sulle <span style="background: lime; mso-highlight: lime;">capacità
intellettive</span> delle persone. Penso che questa sia la chiave. Si possono
leggere tutti i giornali del mondo e finire per essere confusi, perché il
giornale palestinese dice cose diverse da quello israeliano, e il giornale
giapponese dice cose diverse da quello italiano. Quindi, è necessario decidere
quello a cui si presta attenzione e perché, cosa far diventare parte della
propria mente e cosa respingere. E credo che Internet creerà una grande
responsabilità nelle persone per ciò che riguarda questo tipo di giudizio.
Inoltre, è ovvio che con la velocità attraverso cui le cose al mondo cambiano e
con il flusso continuo di informazioni, <span style="background: lime; mso-highlight: lime;">le persone dovranno continuare ad imparare in un modo molto
più sistematico,</span> altrimenti non saranno neppure in grado di parlare e di
trattare con i loro vicini. Dunque, quando si parla di società educata o di una
società per l'educazione, non si usa solo uno slogan , si descrive un mondo che
non credo cambierà nel tempo della nostra vita. Tutte le gratificazioni, nel
futuro, saranno per le persone che capiscono quanto sia importante sapere come
imparare. <span style="background: lime; mso-highlight: lime;">Sapere come usare le
nuove tecnologie è essenziale,</span> sapere come distinguere fra il buono e il
cattivo è importante, così sapere cosa tenere e cosa buttar via. E poi, forse,
la parte più difficile è avere una visione periferica, che vuol dire, di tutte
le cose del mondo - che si tratti di tecnologia o di altro - quali tipi di cose
sembrano puntare al futuro e quali puntano al passato. Questo non vuol dire che
la tradizione sia negativa. Infatti, io credo molto nella tradizione e non
penso che <span style="background: lime; mso-highlight: lime;">le cose nuove
significhino che dovremmo eliminare la tradizione.</span> Comunque, parlando di
qualche cosa come la <span style="background: lime; mso-highlight: lime;">Chiesa
Cattolica</span>, che è una istituzione molto tradizionalista, se la Chiesa
Cattolica fosse ignorante sul Web, sarebbe un disastro per la chiesa. Dunque,
bisogna conoscere i nuovi media e le nuove tecnologie, ma esse non possono dire
quali dovrebbero essere le convinzioni essenziali e i valori delle persone.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Il
bambino ricco utilizzerà Internet ed altre nuove tecnologie e il bambino povero
no. Svilupperanno intelligenze differenti o avranno le stesse chance?</span></b></span></span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Io credo che la
ragione per cui il Presidente Obama insista affinché ogni scuola abbia Internet
è perché egli sa che altrimenti i bambini che lo hanno a casa avranno un
vantaggio rispetto a quelli che lo hanno a scuola. E' chiaro che quando un
nuovo strumento viene inventato, che sia una matita, un'automobile o un
computer, <span style="background: lime; mso-highlight: lime;">le persone che hanno
a disposizione quello strumento sono avvantaggiate</span> rispetto a quelle che
non possono averlo. Questo non vuol dire che se non si è in grado di scrivere
non si può ottenere nulla, nel mondo. Conosco persone ignoranti che hanno
successo. Si può essere incapaci di usare le nuove tecnologie, ma essere
ugualmente in grado di <span style="background: lime; mso-highlight: lime;">costruirsi
un successo personale.</span> Nella maggior parte dei casi, ovviamente, è bene
sapere come usare una penna, come guidare una macchina e come usare un
computer. E chiunque dicesse che non è importante, mi piacerebbe vederlo tenere
il computer lontano dai suoi figli. Sono sicuro che non lo farebbe, perché il
computer è chiaramente una parte importante della nostra vita <span style="background: lime; mso-highlight: lime;">da questo momento in poi.</span></span></b></span></span></div>
<span style="mso-bookmark: OLE_LINK2;"></span><span style="mso-bookmark: OLE_LINK1;"></span>
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Gabryhttp://www.blogger.com/profile/09577347778861108122noreply@blogger.com0tag:blogger.com,1999:blog-5087624977015253994.post-86775520098058301582012-09-01T09:36:00.002+02:002012-09-01T09:36:42.867+02:00NEURONI SPECCHIO, LINGUAGGIO E COSCIENZA<!--[if gte mso 9]><xml>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbPo8NYzL301fkFAVfNwex2tY96pjL7hgBD6WE1lL0O_xC-DtkN-a7jdBdYe5o-NQ3LEC03Y2xJwnUCPzPx-apJmIsVac3S_ZYANNKu8gPBARxOX-z4Hj8WxOTeiYMIFvavWtjUH9b5g/s1600/13+NEURONI+SPECCHIO+rid.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a><span style="font-size: x-large;"><b><span style="color: red; font-family: "Arial Black","sans-serif";">NEURONI SPECCHIO, LINGUAGGIO E COSCIENZA</span></b></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Una scoperta italiana riapre il dibattito sulle basi della
comunicazione</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Come
fa un neonato a riconoscere dai gesti i comportamenti di chi gli sta attorno, a
capire che le braccia tese della madre sono un invito a ripetere lo stesso
gesto per essere sollevato? Come funziona il meccanismo che ci fa intuire il
significato delle azioni altrui, che regola il legame fra chi osserva e chi
agisce? Un meccanismo così importante che, quando si guasta, può causare gravi
malattie del comportamento, come l'autismo. E che potrebbe essere addirittura <span style="background: yellow; mso-highlight: yellow;">all'origine del sistema che
permette all'uomo di comunicare i propri pensieri con il linguaggio.</span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">La
scoperta dei "neuroni specchio", comunicata nel 1996 da un gruppo di
neurofisiologi italiani - diretto da Giacomo Rizzolatti - che opera
all'Istituto di</span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBXiqW_TXZbDPqhBPF_OLnbn7qrvl3UpQVgc_6gd5oxCltgTyFHwhnEngDtfoPRNxCVihSNnkqxFfFdFyTEscNBzZ58t4VtdsPbXTRar_EF6i_fvQOzPCBmsshoAqKMw4AKNzVQ9MMJg/s1600/Rizzolatti-580x422.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" height="465" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBXiqW_TXZbDPqhBPF_OLnbn7qrvl3UpQVgc_6gd5oxCltgTyFHwhnEngDtfoPRNxCVihSNnkqxFfFdFyTEscNBzZ58t4VtdsPbXTRar_EF6i_fvQOzPCBmsshoAqKMw4AKNzVQ9MMJg/s640/Rizzolatti-580x422.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Giacomo Rizzolatti - Istituto Fisiologia, Università di Parma</b></span></span></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">fisiologia umana dell'Università di Parma, è alla base della
prima teoria che spiega in modo assai convincente come è fatto e come funziona
questo meccanismo. Arrivata come una bomba nel mondo delle scienze cognitive,
questa scoperta ha suscitato un vasto dibattito, che tocca ambiti
apparentemente distanti, come <span style="color: red;">la teoria del linguaggio,
l'intelligenza artificiale e, in definitiva, lo studio scientifico della
coscienza.</span> Fino a costituire, all'ultima conferenza dedicata agli studi
sulla coscienza - svoltasi a Tucson, in Arizona, nell'estate 1998 - 1'argomento
al centro di tutti i dibattiti, "una delle scoperte più entusiasmanti nel
campo delle scienze cognitive", come l'ha definita <span style="background: yellow; mso-highlight: yellow;">Michael Gazzaniga,</span> guru delle neuroscienze
cognitive.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Che
cosa sono i neuroni specchio e come sono collegati alla coscienza? Lo abbiamo
chiesto a Giacomo Rizzolatti e ai suoi colleghi Vittorio Gallese, Luciano
Fadiga e </span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEis0clnUfDAaTGkMhYtvSv9v9L7WDE7sL_7J0iWdzSNXjcco1Hy0qROSID4DU11hgiFFGH3t-nk8ZXkzVwNzq55dMNjrRYaiWb0Ga7mk5FF70IUlMESuzoThvcfMw3AHDEd0CR7ohz5tA/s1600/Sistemaspecchio+2.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEis0clnUfDAaTGkMhYtvSv9v9L7WDE7sL_7J0iWdzSNXjcco1Hy0qROSID4DU11hgiFFGH3t-nk8ZXkzVwNzq55dMNjrRYaiWb0Ga7mk5FF70IUlMESuzoThvcfMw3AHDEd0CR7ohz5tA/s1600/Sistemaspecchio+2.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Aree cerebrali interessate dai neuroni specchio</b></span></span></td></tr>
</tbody></table>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Leonardo Fogassi, un'équipe che lavora in una tale sintonia che non e
possibile attribuire le risposte ai singoli componenti.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">"Prima
di rispondere vorremmo fare il punto sullo stato delle conoscenze relative alla
corteccia premotoria della scimmia [all'Istituto di Parma gli esperimenti sono
stati condotti su esemplari di Macaca nemestrina, N.d.A.] <span style="background: yellow; mso-highlight: yellow;">un tempo chiamata area 6</span>
e oggi invece suddivisa in aree più ristrette, tra le quali è particolarmente
interessante ai fini della <span style="background: yellow; mso-highlight: yellow;">nostra
ricerca l'area F5</span>. La corteccia premotoria è una porzione della neocorteccia
cerebrale specializzata nell'organizzazione dei movimenti: proprio in virtù di
questa funzione, queste aree non hanno unicamente il compito d'inviare
l'informazione attraverso 1'area motoria primaria al midollo spinale e quindi
alla sede da cui parte il comando per l'esecuzione del movimento, ma sono anche
in grado di integrare informazioni di tipo sensoriale come quelle visive.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">L'Istituto
di fisiologia umana di Parma è all'avanguardia nello studio dell'organizzazione
della corteccia premotoria, ed è stato uno dei primi a evidenziare la
possibilità di suddividere l'area 6 in varie regioni. Nell'ambito di questi
studi, abbiamo scoperto l'esistenza di neuroni la cui attività è correlata con
l'organizzazione di quei movimenti della mano e della bocca che consentono di
afferrare un oggetto. Una caratteristica di questi neuroni è quella di essere
attivati </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">non solo immediatamente prima e durante l'esecuzione del movimento, ma
anche quando il soggetto, nel nostro caso scimmie macaco, guarda gli oggetti.
Abbiamo chiamato questi neuroni, <span style="background: yellow; mso-highlight: yellow;">situati nell'area F5, neuroni canonici</span>. »</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic;">Potremmo dire allora che i neuroni canonici
rappresentano in un certo senso il ponte tra l'in formazione visiva e l'atto
di movimento: non solo sono in grado di dare il comando all'arto, ma anche
immaginano di farlo?</span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbPo8NYzL301fkFAVfNwex2tY96pjL7hgBD6WE1lL0O_xC-DtkN-a7jdBdYe5o-NQ3LEC03Y2xJwnUCPzPx-apJmIsVac3S_ZYANNKu8gPBARxOX-z4Hj8WxOTeiYMIFvavWtjUH9b5g/s1600/13+NEURONI+SPECCHIO+rid.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbPo8NYzL301fkFAVfNwex2tY96pjL7hgBD6WE1lL0O_xC-DtkN-a7jdBdYe5o-NQ3LEC03Y2xJwnUCPzPx-apJmIsVac3S_ZYANNKu8gPBARxOX-z4Hj8WxOTeiYMIFvavWtjUH9b5g/s1600/13+NEURONI+SPECCHIO+rid.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Attività ed aree cerebrali interessate dai neuroni specchio</b></span></span></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><span style="mso-spacerun: yes;"> </span></span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><span style="mso-spacerun: yes;"></span> </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">“Più precisamente, questi neuroni
"codificano un piano motorio potenziale", che poi può essere eseguito
o no. Saranno altre strutture del cervello a determinare se l'azione verrà
eseguita. Recenti studi, eseguiti con la <span style="background: yellow; mso-highlight: yellow;">tomografia a emissione di positroni (PET),</span> hanno
dimostrato che anche nell'uomo avviene un fenomeno simile: mostrando a un
individuo oggetti di uso comune che possono essere afferrati con due dita o
con tutta la mano, si attivano le relative aree motorie, anche in assenza di
movimento degli arti. »</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Qui,
come in ogni scoperta importante, interviene il caso. Un giorno in cui i
ricercatori erano impegnati nella mappatura dei neuroni canonici relativi ai
movimenti tra la mano e la bocca, uno di loro interruppe l'esperimento per
addentare un panino. Dal registratore applicato all'animale che gli stava di
fronte partì una serie di segnali inequivocabili: un gruppo di neuroni
nell'area in esame stava scaricando. La scimmia non stava compiendo un
movimento, né si preparava a farlo, eppure alcuni neuroni dell'area F5 del suo
cervello erano attivi. Fu questa prima osservazione a dare origine a un nuovo
programma di ricerca che apre nuove prospettive nello studio della genesi del
linguaggio, di alcune malattie del comportamento, e in generale dei rapporti
tra mente e corpo.</span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9dTZe9sInN31ZkdItC2EvUg7KHwrGvBHdoEPs4CmVTEfZKDCNtdd23tafTkUB2uyPjjjRoGuzfYKqkm6Qg5PqvD7JK2BBq9SpP3U7-jJfWp9vVofgwu7NkuKHRoDZVEz0oLEn6U6xbg/s1600/ATTIVASZ+DEI+NEURONI+A+SPECCHIO+2.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9dTZe9sInN31ZkdItC2EvUg7KHwrGvBHdoEPs4CmVTEfZKDCNtdd23tafTkUB2uyPjjjRoGuzfYKqkm6Qg5PqvD7JK2BBq9SpP3U7-jJfWp9vVofgwu7NkuKHRoDZVEz0oLEn6U6xbg/s1600/ATTIVASZ+DEI+NEURONI+A+SPECCHIO+2.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Effetti imitativi dei neuroni specchio</b></span></span></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">“I
neuroni specchio - spiega uno dei ricercatori - sono praticamente identici ai
neuroni canonici: anch'essi si attivano quando l'animale muove la mano per
prendere un oggetto, anch'essi non inviano semplicemente comandi per far contrarre
i muscoli, ma piuttosto per uno "scopo" che richiede l’impiego
coordinato di parecchi muscoli. Praticamente identici dal punto di vista
motorio, questi neuroni si differenziano dai neuroni canonici in quanto non è
la visione di un oggetto da afferrare ad attivarli, ma l'osservare un altro
soggetto che compie un'azione. Non sono neuroni che "pianificano"
un'azione, ma neuroni che "rispecchiano" un movimento: perciò li
abbiamo chiamati neuroni specchio o, come ormai li chiamano tutti all'estero, <span style="color: red; mso-bidi-font-style: italic;">mirror neurons. </span>Questo
porta a una nuova interpretazione del sistema motorio, non più visto come
l'ultimo anello della catena che dalla volontà o dall'immaginazione porta
all'esecuzione, ma come un sistema utilizzato anche per </span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimp9JVF1VHRHzNH452_IHVJhU9txMC7Lm9JFhUrjSmlVm3q20SRUroSFO5m1nkmZ7woS2cPfvF2hygDQxp1X-rGWz2whWA-AOy5s0jZEcg-nHvI8f8Oepbv5HiBjDQ0lIgUP158RCDDw/s1600/ATTIVASZ+DEI+NEURONI+A+SPECCHIO.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimp9JVF1VHRHzNH452_IHVJhU9txMC7Lm9JFhUrjSmlVm3q20SRUroSFO5m1nkmZ7woS2cPfvF2hygDQxp1X-rGWz2whWA-AOy5s0jZEcg-nHvI8f8Oepbv5HiBjDQ0lIgUP158RCDDw/s1600/ATTIVASZ+DEI+NEURONI+A+SPECCHIO.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Aree cerebrali interessate dai neuroni specchio</b></span></span></td></tr>
</tbody></table>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">capire quello che viene
eseguito da altri. E’ il sistema che il nostro cervello utilizza per
interpretare la realtà, per esempio per distinguere un oggetto inanimato da un
soggetto pensante. Esso permette all‘individuo di essere l'attore del proprio
comportamento motorio, ed è fondamentale per assegnare questa capacità anche
agli altri viventi. »<span style="color: red; mso-bidi-font-style: italic;"></span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic;">Si potrebbe perciò dire che i neuroni specchio
sono, in definitiva, all'origine di una nuova interpretazione del rapporto
tra coscienza di sé e ambiente?</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">«La
nostra scoperta forse non dice molto sulla "coscienza", che è un
termine <span style="mso-bidi-font-style: italic;">passe-partout<i>, </i></span>ma
dice molto sull'empatia: propone cioè un meccanismo neurologico per spiegare
come possiamo capire che cosa fanno gli altri. <span style="background: yellow; mso-highlight: yellow;">Perciò ha interessato gli psicoanalisti e i sociologi</span>,
in quanto molti dei nostri comportamenti sarebbero dovuti a questo sistema
empatico quasi naturale.»</span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQDFsRVfOi7_KABFCrAcSntMMkA4KlbEbltdk2oicRBF1ZZ9SEoBaWVq_orqSVc-S4G7cWtMNjfRMNYcojWa7r44Ux5MgbgERyzLN4Mw3wMv83RHsVMfOYHXkGWGNR_9m8FhK7WyYH-Q/s1600/ATTIVASZ+DEI+NEURONI+A+SPECCHIO+3.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQDFsRVfOi7_KABFCrAcSntMMkA4KlbEbltdk2oicRBF1ZZ9SEoBaWVq_orqSVc-S4G7cWtMNjfRMNYcojWa7r44Ux5MgbgERyzLN4Mw3wMv83RHsVMfOYHXkGWGNR_9m8FhK7WyYH-Q/s1600/ATTIVASZ+DEI+NEURONI+A+SPECCHIO+3.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Effetti imitativi dei neuroni specchio</b></span></span></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic;">Secondo gli esperti, il bravo venditore, davanti a
un cliente «difficile», tende a ripetere i gesti del suo interlocutore per metterlo
a suo agio e condividere le sue sensazioni. Poi, a poco a poco, modifica il
linguaggio del suo corpo, così da creare una specie di empatia con il cliente.
Questo comportamento rappresenta una traccia dello sviluppo evolutivo
all'origine dei neuroni specchio? Finora si è parlato di esperimenti su
animali; ma è possibile estrapolare tali risultati all'uomo e, se lo è, come si
lega la vostra scoperta alla genesi del linguaggio?</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">“Dopo
i primi risultati ci siamo chiesti se nell'uomo esista un sistema analogo. Con
esperimenti di stimolazione magnetica transcraniale, non invasivi né dolorosi,
abbiamo dimostrato che in effetti è così. Poi abbiamo ripetuto gli esperimenti
al "San Raffaele" di Milano, dove c'è un gruppo che lavora con la
PET. E qui è venuta la seconda novità: <span style="color: red;">abbiamo trovato
una regione specchio attiva nell'area di Broca, deputata all'elaborazione del
linguaggio</span>. Ciò significa, secondo noi, che questo sistema potrebbe
essere il precursore del linguaggio: il meccanismo dei neuroni specchio potrebbe
cioè costituire il prerequisito neurale per lo sviluppo della comunicazione
interindividuale e infine del linguaggio. La nostra ipotesi è che la <span style="background: yellow; mso-highlight: yellow;">specializzazione linguistica
dell'area di Broca sarebbe derivata da un meccanismo più antico</span>
collegato alla generazione e alla comprensione degli atti motori. Partendo da
questo meccanismo, i processi evolutivi connessi allo sviluppo della vita
sociale tipica dei primati potrebbero aver <span style="background: yellow; mso-highlight: yellow;">favorito la capacità di eseguire e interpretare i gesti
della bocca e delle mani usati per comunicare.</span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Questo
nuovo filone di ricerca interessa perciò anche i <span style="color: red;">linguisti,
gli studiosi dell'apprendimento e chi si occupa dei disturbi del
comportamento. </span>La scoperta dei neuroni specchio e dell’esistenza di un
sistema analogo nell'uomo rende lecita l'ipotesi che queste rappresentazioni
motorie vengano utilizzate anche per creare rapporti empatici con gli altri. È
facile ipotizzare che <span style="color: red;">disturbi come la schizofrenia o l'autismo</span>
possano essere legati a un deficit al momento dell'organizzazione o del
funzionamento di queste rappresentazioni motorie.” <span style="mso-bidi-font-style: italic;">A questo punto sembra chiaro che la vostra posizione è all’estremo
opposto della separazione mente-corpo. La coscienza di sé e l'empatia
dipendono non solo dal cervello, ma dall'organismo nel suo totale. Un cervello
che non fosse in grado, o non avesse arti da far muovere, non avrebbe neppure
la capacità di rapportarsi con gli altri.</span></span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHf908K1hiKhax8JbbhUZ0Ng_dlyxEqNwgqcZ1eienIyUOLVXQE_ZrhDmDZ33C37yqac8KfmKfgj79HJDo0ikAsDhAcI3yWsEcpas7_qPQkGPUJkHfBllg1o43XX1c3vnedpkGdvQ26Q/s1600/mirror-neuron.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHf908K1hiKhax8JbbhUZ0Ng_dlyxEqNwgqcZ1eienIyUOLVXQE_ZrhDmDZ33C37yqac8KfmKfgj79HJDo0ikAsDhAcI3yWsEcpas7_qPQkGPUJkHfBllg1o43XX1c3vnedpkGdvQ26Q/s1600/mirror-neuron.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Aree cerebrali interessate dai neuroni specchio 2</b></span></span></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">«Certo.
La nostra posizione mette sempre più in discussione la concezione del cervello
come <span style="background: yellow; mso-highlight: yellow;">"macchina di
Turing",</span> elaboratore di simboli. Noi, così come altri ricercatori,
siamo sempre più portati a considerare il cervello un <span style="color: red;">organo
biologico</span> inserito in un organismo biologico, per il quale è
importantissima l'interazione con l'ambiente. Siamo sulla sponda opposta a
quella, per esempio, su cui si colloca <span style="background: yellow; mso-highlight: yellow;">Francis Crick</span> con la sua “<span style="mso-bidi-font-style: italic;">Astonishing Hypothesis” (La scienza e l'anima, </span>Rizzoli, 1994).
Anche se proprio Crick ha mostrato recentemente molto interesse per le nostre
ricerche. Anche la nostra, in effetti, è per lui un'ipotesi sorprendente.»</span></b></div>
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Gabryhttp://www.blogger.com/profile/09577347778861108122noreply@blogger.com0tag:blogger.com,1999:blog-5087624977015253994.post-49965806733131976432012-08-31T11:55:00.000+02:002012-09-01T09:36:56.650+02:00 Jerome Bruner, cultura, mente e linguaggio<!--[if gte mso 9]><xml>
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<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 28.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT; mso-font-kerning: 18.0pt;">Jerome
Bruner, cultura, mente e linguaggio</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Jerome Seymour Bruner</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> (</span></b></span></span><a href="http://it.wikipedia.org/wiki/New_York" title="New York"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">New York</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, </span></b></span></span><a href="http://it.wikipedia.org/wiki/1_ottobre" title="1 ottobre"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">1 ottobre</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></span></span><a href="http://it.wikipedia.org/wiki/1915" title="1915"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; 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font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></span></span><a href="http://it.wikipedia.org/wiki/Stati_Uniti_d%27America" title="Stati Uniti d'America"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">statunitense</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> che ha contribuito allo sviluppo della </span></b></span></span><a href="http://it.wikipedia.org/wiki/Psicologia_cognitiva" title="Psicologia cognitiva"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">psicologia cognitiva</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> e la psicologia culturale nel campo della </span></b></span></span><a href="http://it.wikipedia.org/wiki/Psicologia_dell%27educazione" title="Psicologia dell'educazione"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">psicologia
dell'educazione</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">.</span></b></span></span></div>
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<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Jerome Bruner </b></span></span></td></tr>
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<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Cenni biografici </span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Studiò prima alla <i>Duke University</i>
di Aversa, dove conseguì il </span></b></span></span><a href="http://it.wikipedia.org/wiki/Bachelor_of_Arts" title="Bachelor of Arts"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">BA</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> nel </span></b></span></span><a href="http://it.wikipedia.org/wiki/1937" title="1937"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">1937</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, poi alla </span></b></span></span><a href="http://it.wikipedia.org/wiki/Universit%C3%A0_di_Harvard" title="Università di Harvard"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><i><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Harvard University</span></i></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, dove conseguì il </span></b></span></span><a href="http://it.wikipedia.org/wiki/Ph.D." title="Ph.D."><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Ph.D.</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> in psicologia nel </span></b></span></span><a href="http://it.wikipedia.org/wiki/1941" title="1941"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">1941</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">. Durante la </span></b></span></span><a href="http://it.wikipedia.org/wiki/Seconda_guerra_mondiale" title="Seconda guerra mondiale"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Seconda guerra mondiale</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> si occupò di </span></b></span></span><a href="http://it.wikipedia.org/wiki/Propaganda" title="Propaganda"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">propaganda</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> e </span></b></span></span><a href="http://it.wikipedia.org/wiki/Opinione_pubblica" title="Opinione pubblica"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">opinione pubblica</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">. Lavorò a stretto contatto con </span></b></span></span><a href="http://it.wikipedia.org/w/index.php?title=Hadley_Cantril&action=edit&redlink=1" title="Hadley Cantril (pagina inesistente)"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Hadley Cantril</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Divenuto in pochi anni uno dei
ricercatori statunitensi più importanti in ambito psicologico, nel </span></b></span></span><a href="http://it.wikipedia.org/wiki/1952" title="1952"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">1952</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> diede il via al <i>progetto cognizione</i>, un
percorso di ricerca che contribuì a rinnovare profondamente la psicologia
accademica americana. Portato alla ribalta dal <i>progetto cognizione</i>, nel </span></b></span></span><a href="http://it.wikipedia.org/wiki/1956" title="1956"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">1956</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> <span style="background: lime; mso-highlight: lime;">Bruner
raggiunse l'Europa e conobbe il grande psicologo svizzero</span> </span></b></span></span><a href="http://it.wikipedia.org/wiki/Jean_Piaget" title="Jean Piaget"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Jean Piaget</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">. Durante il suo soggiorno europeo inoltre <span style="background: lime; mso-highlight: lime;">venne a conoscenza dell'opera</span>
di </span></b></span></span><a href="http://it.wikipedia.org/wiki/Lev_Vygotskij" title="Lev Vygotskij"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Lev Vygotskij</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">. Tornato ad Harvard, nel </span></b></span></span><a href="http://it.wikipedia.org/wiki/1960" title="1960"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">1960</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> Bruner istituì il <i>Centro di studi cognitivi</i>,
sancendo definitivamente l'affermazione </span></b></span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaqEV1HK_UUD_Avfwxm-4kMxn_7gS2MtYtszcqj-QVRZTrOpQH6xeXTNrEyrd7JGqJgOgLGNTGtrXT8p8GVoEUpejh3v3XFNGJIckBTD-OOL9zXKTinhvUZyDd01dg2Wq1NqacNqvaEw/s1600/Jerome-Bruner+in+Italia.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaqEV1HK_UUD_Avfwxm-4kMxn_7gS2MtYtszcqj-QVRZTrOpQH6xeXTNrEyrd7JGqJgOgLGNTGtrXT8p8GVoEUpejh3v3XFNGJIckBTD-OOL9zXKTinhvUZyDd01dg2Wq1NqacNqvaEw/s1600/Jerome-Bruner+in+Italia.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Jerome Bruner in Italia</b></span></span></td></tr>
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<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">scientifica del <span style="color: red; mso-bidi-font-weight: bold;">Cognitivismo</span><span style="color: red;">
rispetto al <span style="mso-bidi-font-weight: bold;">Comportamentismo</span>
allora predominante.</span></span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Sempre nel 1960, Bruner si impegnò
in nuovi ambiti di ricerca </span></b></span></span><a href="http://it.wikipedia.org/wiki/Psicopedagogia" title="Psicopedagogia"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">psico-pedagogici</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">. Le sue ricerche in questo campo avevano un'origine
sociale. Il lancio del primo </span></b></span></span><a href="http://it.wikipedia.org/wiki/Sputnik_1" title="Sputnik 1"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><i><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Sputnik</span></i></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> sovietico, avvenuto in quegli anni, aveva evidenziato
un ritardo tecnologico degli Stati Uniti rispetto ai rivali dell'Unione
Sovietica e questo aveva portato la società americana a riflettere
sull'effettiva funzionalità del sistema scolastico statunitense, <span style="background: lime; mso-highlight: lime;">ancora fondato sul modello attivista</span>
di </span></b></span></span><a href="http://it.wikipedia.org/wiki/John_Dewey" title="John Dewey"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">John Dewey</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">. Così nel 1959, l'Accademia Nazionale delle Scienze
si riunì a </span></b></span></span><a href="http://it.wikipedia.org/wiki/Woods_Hole" title="Woods Hole"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Woods Hole</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> e la conferenza fu presieduta proprio da <span style="color: #c00000;">Jerome Bruner</span>. Esito della conferenza fu l'uscita
nel 1960 del rapporto di <span style="background: lime; mso-highlight: lime;">revisione
del sistema scolastico</span> con il titolo <i>"The process of
education"</i>. La nuova proposta <span style="background: lime; mso-highlight: lime;">psico-pedagogica contenuta nel rapporto fece presto il giro del mondo</span>
e nel decennio che seguì Bruner continuò ad approfondire la sua ricerca
pedagogica nel filone della </span></b></span></span><a href="http://it.wikipedia.org/wiki/Psicologia_cognitiva" title="Psicologia cognitiva"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">psicologia cognitiva</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">.</span></b></span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAEi76dGWCIUyKKsILapyPrpQOF8KS9FOKcKX0RZVI28ZxL1DcnVjjRbKhtJirqIhPS4xBD0yGp9HxQp8agoBw5dRoxjsZooy9We7x_tbD3pdSe7jVjW6TYOGYR5kZAc8sxLY1wrO6nQ/s1600/jerome-Bruner2.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAEi76dGWCIUyKKsILapyPrpQOF8KS9FOKcKX0RZVI28ZxL1DcnVjjRbKhtJirqIhPS4xBD0yGp9HxQp8agoBw5dRoxjsZooy9We7x_tbD3pdSe7jVjW6TYOGYR5kZAc8sxLY1wrO6nQ/s1600/jerome-Bruner2.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Jerome Bruner 2 </b></span></span></td></tr>
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<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Nel 1972 Bruner si trasferisce alla </span></b></span></span><a href="http://it.wikipedia.org/wiki/Oxford_University" title="Oxford University"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Oxford University</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> dove approfondisce gli studi precedenti. Ad Oxford
sviluppa le sue intuizioni sulla <span style="color: #c00000;">relazione tra <a href="http://www.blogger.com/blogger.g?blogID=5087624977015253994" name="OLE_LINK2"></a><a href="http://www.blogger.com/blogger.g?blogID=5087624977015253994" name="OLE_LINK1"><span style="mso-bookmark: OLE_LINK2;">cultura,
mente e linguaggio,</span></a></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"> </span></span>producendo risvolti originali
come il concetto di negoziazione e la sua </span></b></span></span><a href="http://it.wikipedia.org/wiki/Psicologia_culturale" title="Psicologia culturale"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">psicologia culturale</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Nel </span></b></span></span><a href="http://it.wikipedia.org/wiki/1983" title="1983"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">1983</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> è uscita una sua autobiografia intitolata </span></b></span></span><a href="http://it.wikipedia.org/w/index.php?title=In_search_of_mind:_essay_in_autobiography&action=edit&redlink=1" title="In search of mind: essay in autobiography (pagina inesistente)"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><i><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">In search of mind: essay in autobiography</span></i></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Nel </span></b></span></span><a href="http://it.wikipedia.org/wiki/1987" title="1987"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">1987</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> gli è stato attribuito il </span></b></span></span><a href="http://it.wikipedia.org/wiki/Premio_Balzan" title="Premio Balzan"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Premio Balzan</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> per la psicologia umana "per aver abbracciato
nelle sue ricerche tutti i principali problemi della psicologia umana, su
ciascuno portando un contributo originale non solo valido teoricamente, ma
altresì atto a trovare applicazione nello sviluppo delle facoltà psichiche
dell’uomo" (motivazione del Comitato Generale Premi Balzan).</span></b></span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaNbScjOkzsngES0apzLQhrS-gGFrmdvfkhJauEpTFDze7nY3G8f4y1enEKNXcBaw9SqqGLhyLgKEFthWLw6Lxs_2fWchAo6H1y7jqXaezJbOus4YnKaC1lMfPZ58i7md28ghe22FdJw/s1600/Jean+Piaget,+Jerome+Bruner..jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaNbScjOkzsngES0apzLQhrS-gGFrmdvfkhJauEpTFDze7nY3G8f4y1enEKNXcBaw9SqqGLhyLgKEFthWLw6Lxs_2fWchAo6H1y7jqXaezJbOus4YnKaC1lMfPZ58i7md28ghe22FdJw/s1600/Jean+Piaget,+Jerome+Bruner..jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Jean Piaget e Jerome Bruner</b></span></span></td></tr>
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<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Ricerca psicologica e Contesto culturale </span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">La <span style="background: lime; mso-highlight: lime;">psicologia cognitivista</span> di Bruner è fortemente
innovativa nell'ambiente accademico americano. Nei primi anni in cui Bruner
lavora la ricerca psicologica americana è ancora centrata sul </span></b></span></span><a href="http://it.wikipedia.org/wiki/Paradigma" title="Paradigma"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">paradigma</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> del </span></b></span></span><a href="http://it.wikipedia.org/wiki/Comportamentismo" title="Comportamentismo"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">comportamentismo</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, introdotto con successo nel 1913 da </span></b></span></span><a href="http://it.wikipedia.org/wiki/John_Watson_%28psicologo%29" title="John Watson (psicologo)"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">John Watson</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">. Il comportamentismo considerava la mente alla
stregua della <i>tabula rasa</i> già proposta in ambito filosofico dall'</span></b></span></span><a href="http://it.wikipedia.org/wiki/Empirismo" title="Empirismo"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">empirismo</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">. L'apprendimento dell'individuo veniva così ridotto
ad un'azione passiva da parte dello stesso, indotto a comportarsi in un certo
modo determinato dalla relazione stimolo-risposta, che aveva trovato grande
successo negli esperimenti di laboratorio di un altro <span style="background: lime; mso-highlight: lime;">grande comportamentista</span>: </span></b></span></span><a href="http://it.wikipedia.org/wiki/Burrhus_Skinner" title="Burrhus Skinner"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Burrhus Skinner</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Il <span style="background: lime; mso-highlight: lime;">comportamentismo era figlio della cultura filosofica
intrinseca alle origini stesse degli Stati Uniti</span>, ovvero al </span></b></span></span><a href="http://it.wikipedia.org/wiki/Pragmatismo" title="Pragmatismo"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">pragmatismo</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">. Questo paradigma culturale era infatti legato alla
necessità di <span style="background: yellow; mso-highlight: yellow;">un'intelligenza
pratica e applicativa che i primi coloni del Nuovo Mondo dovettero utilizzare
per sopravvivere in un ambiente avverso e sconosciuto.</span></span></b></span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhC1NnlCqJzyczbE6XLJ36wxKRI90PAl_kqh8-DzDiF5Q6nYkHy8H-D0lxL9o9B6N9GRmTRm28xmP48r9RzlF-xFXKtgJhJYPw42CFo1cjzIwXmQ01WlZ3owosNBuvPXyoG-FddGnAkIg/s1600/Jerome+Bruner+4.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhC1NnlCqJzyczbE6XLJ36wxKRI90PAl_kqh8-DzDiF5Q6nYkHy8H-D0lxL9o9B6N9GRmTRm28xmP48r9RzlF-xFXKtgJhJYPw42CFo1cjzIwXmQ01WlZ3owosNBuvPXyoG-FddGnAkIg/s1600/Jerome+Bruner+4.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Jerome Bruner 3</b></span></span></td></tr>
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<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">comportamentismo si era affermato nelle università americane tuttavia iniziarono
a vacillare quando dal Vecchio continente arrivarono teorie psicologiche
innovative. Negli anni '30 infatti </span></b></span></span><a href="http://it.wikipedia.org/wiki/Kurt_Koffka" title="Kurt Koffka"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Kurt Koffka</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> e </span></b></span></span><a href="http://it.wikipedia.org/wiki/Wolfgang_K%C3%B6hler" title="Wolfgang Köhler"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Wolfgang Köhler</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, esponenti di punta della <span style="background: lime; mso-highlight: lime;">psicologia della forma</span> (</span></b></span></span><a href="http://it.wikipedia.org/wiki/Psicologia_della_Gestalt" title="Psicologia della Gestalt"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">psicologia della Gestalt</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">), si trasferirono negli USA per sfuggire alle
persecuzioni naziste. La psicologia della forma proponeva <span style="background: lime; mso-highlight: lime;">un'idea di individuo molto più
dinamica</span> di quella comportamentista. Non considerava affatto la mente
umana come una tabula rasa che riceve passivamente gli stimoli sensoriali, ma
presentava un modello di interazione <span style="color: #c00000;">tra schemi
mentali intrinsechi e percezioni estrinseche</span>. Il soggetto percepiva così
la <i>buona forma</i> dell'oggetto attraverso degli schemi mentali <span style="color: blue;">presenti sin dalla nascita</span>, che organizzavano il
materiale percepito in una forma determinata.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Questo paradigma psicologico
beneficiava della tradizione filosofica tedesca, con particolare riferimento
all'opera di </span></b></span></span><a href="http://it.wikipedia.org/wiki/Immanuel_Kant" title="Immanuel Kant"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Immanuel Kant</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, che senza una verifica sperimentale aveva già
intuito, nel XVIII secolo, l'idea di una mente che percepisce la realtà su
schemi intrinseci ad essa, chiamati dal filosofo </span></b></span></span><a href="http://it.wikipedia.org/w/index.php?title=Giudizi_sintetici_a_priori&action=edit&redlink=1" title="Giudizi sintetici a priori (pagina inesistente)"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">giudizi
sintetici a priori</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">.</span></b></span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgS_SsUDg7kmN5Ni7FcbcwSIVuH-ZEXM54c1ReAqRDkOhyphenhyphenmtq5KcT8CKy9Lehb5OrH-6zBS1BBLNeo7GozntR4u3CXh9KXta33oYOWTyB7uf_Z3bIJeuNthMVv_1uofaPV7dt8VQNUvEg/s1600/Jean+Piaget,++L.S.+Vygotsky,+Jerome+Bruner.jpg.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgS_SsUDg7kmN5Ni7FcbcwSIVuH-ZEXM54c1ReAqRDkOhyphenhyphenmtq5KcT8CKy9Lehb5OrH-6zBS1BBLNeo7GozntR4u3CXh9KXta33oYOWTyB7uf_Z3bIJeuNthMVv_1uofaPV7dt8VQNUvEg/s1600/Jean+Piaget,++L.S.+Vygotsky,+Jerome+Bruner.jpg.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Jean Piaget, L.S. Vygotsky, Jerome Bruner</b></span></span></td></tr>
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<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Un'altra scossa alla teoria
comportamentista fu data dal <span style="background: lime; mso-highlight: lime;">successo
ottenuto in America dalla psicoanalisi di Freud.</span> Sin dalla sua nascita
la psicologia era rimasta legata al paradigma positivista del razionalismo.
Pertanto la mente umana era stata studiata come un sistema razionale e
organizzato. Né il comportamentismo, né la psicologia della forma si erano
allontanati da questo concetto, infatti il primo proponeva il modello razionale
<i>causa-effetto</i>, rappresentato dal binomio fondamentale <i>stimolo-risposta</i>,
mentre la </span></b></span></span><a href="http://it.wikipedia.org/wiki/Gestalt" title="Gestalt"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Gestalt</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> proponeva schemi mentali intrinseci indipendenti da
ogni emotività individuale, esclusivamente legati ad un'organizzazione
razionale della mente-soggetto sul materiale percepito-oggetto.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">La psicoanalisi invece, pur non
essendo epistemologicamente considerabile come scienza, evidenziò <span style="background: lime; mso-highlight: lime;">l'aspetto irrazionale della
personalità individuale</span>. </span></b></span></span><a href="http://it.wikipedia.org/wiki/Freud" title="Freud"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Freud</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> aveva infatti teorizzato che il comportamento
personale non fosse che <i>"la punta dell'iceberg"</i> di un <span style="background: lime; mso-highlight: lime;">esteso insieme di impulsi, ricordi,
valori e molto altro ancora,</span> schematizzato nelle categorie dell'</span></b></span></span><a href="http://it.wikipedia.org/wiki/Es_%28psicologia%29" title="Es (psicologia)"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Es</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> – la parte irrazionale della mente, legata
prevalentemente agli impulsi del piacere -, dell'</span></b></span></span><a href="http://it.wikipedia.org/wiki/Io_%28psicologia%29" title="Io (psicologia)"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Io</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> – che mantiene l’ equilibrio tra super io ed es - e
del </span></b></span></span><a href="http://it.wikipedia.org/wiki/Super-io" title="Super-io"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">super-io</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> – valori e regole sociali apprese dall’individuo
durante l’infanzia e rappresentano la parte razionale della mente.</span></b></span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_t4cP61g2hmCaG749VBZFsOBhqYWolBI9hNuTydjUcHYcYKPuE-5FqHPdTTCZ0aX97K5WCicy4FhhuClhfF_qbV_IPbF1GFTuQ0VIvo8U350QHFZ6xNVce-5AiFx_aizRkTT1GYKRcQ/s1600/Jerome+Bruner++3.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_t4cP61g2hmCaG749VBZFsOBhqYWolBI9hNuTydjUcHYcYKPuE-5FqHPdTTCZ0aX97K5WCicy4FhhuClhfF_qbV_IPbF1GFTuQ0VIvo8U350QHFZ6xNVce-5AiFx_aizRkTT1GYKRcQ/s1600/Jerome+Bruner++3.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Jerome Bruner 4</b></span></span></td></tr>
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<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">La teoria psicoanalitica era
fortemente influenzata dalla corrente filosofica dell'</span></b></span></span><a href="http://it.wikipedia.org/wiki/Irrazionalismo" title="Irrazionalismo"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">irrazionalismo</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, che già con le sue punte di diamante, </span></b></span></span><a href="http://it.wikipedia.org/wiki/Schopenhauer" title="Schopenhauer"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Schopenhauer</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> e </span></b></span></span><a href="http://it.wikipedia.org/wiki/Nietzsche" title="Nietzsche"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Nietzsche</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, aveva messo in crisi le filosofie ottimiste e
razionaliste di </span></b></span></span><a href="http://it.wikipedia.org/wiki/Hegel" title="Hegel"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Hegel</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> e </span></b></span></span><a href="http://it.wikipedia.org/wiki/Auguste_Comte" title="Auguste Comte"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Auguste Comte</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">. Bruner fu uno dei primi a rendersi conto
dell'importanza del messaggio che la psicoanalisi mandava al mondo psicologico,
tanto che sarà il <span style="background: lime; mso-highlight: lime;">primo ad
introdurre l'aspetto irrazionale dello studente come vera e propria strategia
cognitiva nelle sue ricerche pedagogiche.</span></span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">La reazione a questo proliferare di
nuove teorie si manifestò unitariamente in un movimento psicologico denominato <span style="color: blue; mso-bidi-font-weight: bold;">New look on perception</span><span style="color: blue;">, a cui lo stesso Bruner aveva contribuito.</span> Il New
look, unito al concetto innovativo di <i>set cognitivo</i> pose le basi della <span style="color: #c00000;">psicologia cognitivista bruneriana</span> e può essere
considerato il </span></b></span></span><a href="http://it.wikipedia.org/wiki/Mantra" title="Mantra"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">mantra</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> di tutte le sue ricerche future.</span></b></span></span></div>
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<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Jerome Bruner e il Prof Baccelli </b></span></span></td></tr>
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<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Il set cognitivo </span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Quando Bruner si approccia allo
studio del <i>New look</i>, il set cognitivo è ancora in fase di studio e la
ricerca è contemporanea a quella dello psicologo di Harvard, pertanto lo stesso
autore invita alla prudenza nella sua opera <i>Beyond the Information Given</i>,
ma appare anche stimolato dall'argomento ancora poco chiaro e dunque pronto ad
essere arricchito.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Il concetto di <span style="background: lime; mso-highlight: lime;">set cognitivo</span> è centrato sul
dinamismo della mente nell'atto di percepire e di conseguenza apprendere. <span style="background: aqua; mso-highlight: aqua;">La mente dinamica va in
controtendenza a quella statica proposta dalla psicologia della gestalt.</span>
Infatti, il set cognitivo sarebbe un meccanismo di percezione selettiva degli
elementi della realtà, in continuo mutamento. La selezione è in effetti dovuta
a <span style="background: lime; mso-highlight: lime;">strutture mentali
intrinseche</span> che già la gestalt aveva proposto, ma queste strutture non
sono semplici meccanismi innati e statici di organizzazione del percepito, ma
mutevoli forme fortemente influenzate da esperienze passate, bisogni ed
interessi sviluppati </span></b></span></span></div>
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<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Jerome Bruner 5 </b></span></span></td></tr>
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<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">dall'individuo. L'individuo quindi percepisce il mondo a
seconda di come le sue strutture mentali interne selezionano il materiale
percepito e <span style="background: lime; mso-highlight: lime;">queste strutture
sono in continua evoluzione e cambiamento</span>, in funzione di nuovi
accomodamenti ed apprendimenti di cui il soggetto fa esperienza.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Alla luce di queste argomentazioni
Bruner mostra i limiti della </span></b></span></span><a href="http://it.wikipedia.org/w/index.php?title=Teoria_comportamentista&action=edit&redlink=1" title="Teoria comportamentista (pagina inesistente)"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">teoria
comportamentista</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">. Il set
cognitivo cambia radicalmente l'idea di </span></b></span></span><a href="http://it.wikipedia.org/wiki/Mente" title="Mente"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">mente</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> che percepisce passivamente come un mero specchio
della realtà, presentandola come una struttura attiva nella percezione
dell'oggetto e che influenza fortemente il materiale percepito dal soggetto. Il
processo cognitivo diventa così dinamico e interattivo con la realtà, ma
anziché essere limitato ad una semplice sequenza di accomodamenti, com'era
invece nel </span></b></span></span><a href="http://it.wikipedia.org/wiki/Comportamentismo" title="Comportamentismo"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">comportamentismo</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, è <span style="background: lime; mso-highlight: lime;">trasversale
nell'utilizzare ogni proprietà della mente nel suo intero.</span></span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><span style="background: lime; mso-highlight: lime;"><br /></span></span></b></span></span></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxPCObTURAbNnOjJ9bHg7tCdOosHyADLjrup5IrWzD5po8DHSAmIXhHHloAE8WERcbNo5FOpfXjwb4DmmsoBR_I-yPxOIJyXChejiGbm3s41VoNM2_dMw6B7AA-Gtv1WJNRX_RcaAPKg/s1600/Jerome-Bruner+in+Italia+2.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxPCObTURAbNnOjJ9bHg7tCdOosHyADLjrup5IrWzD5po8DHSAmIXhHHloAE8WERcbNo5FOpfXjwb4DmmsoBR_I-yPxOIJyXChejiGbm3s41VoNM2_dMw6B7AA-Gtv1WJNRX_RcaAPKg/s1600/Jerome-Bruner+in+Italia+2.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Jerome-Bruner in Italia 2</b></span></span></td></tr>
</tbody></table>
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<br /></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Un riferimento esplicativo può
essere rintracciato nel <span style="background: lime; mso-highlight: lime;">pensiero
del filosofo francese</span> </span></b></span></span><a href="http://it.wikipedia.org/wiki/Jean_Paul_Sartre" title="Jean Paul Sartre"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Jean Paul Sartre</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">, che proponeva un concetto di mente come faro che
illumina la realtà e nullifica ciò che della realtà l'individuo non riesce a
percepire. Il set cognitivo del New look può essere quindi inteso come un faro
che fa luce nella realtà buia e permette di percepire ciò che è illuminato,
questo faro è composto da tutte le conoscenze pregresse, le esperienze vissute,
i valori, gli interessi, i bisogni e soprattutto la cultura del soggetto
percepiente. Ciò che invece esce dal fascio di luce è nullificato dalla mente,
pertanto non ha un valore cognitivo che possa generare un apprendimento o una
semplice conoscenza.</span></b></span></span></div>
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<span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Il concetto di set cognitivo avrà un
grande impatto anche sulla </span></b></span></span><a href="http://it.wikipedia.org/wiki/Psicopedagogia" title="Psicopedagogia"><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">psicopedagogia</span></b></span></span><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"></span></span></a><span style="mso-bookmark: OLE_LINK3;"><span style="mso-bookmark: OLE_LINK4;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> di Bruner, essendo un modello che risponde alla
domanda promotrice della ricerca cognitivista: <i><span style="color: #c00000;">come
conosciamo il mondo?</span></i><span style="color: #c00000;">.</span> Infatti le
categorie mentali che formano le strutture del set rappresentano delle vere e
proprie <span style="mso-bidi-font-weight: bold;">strategie cognitive</span>
attraverso le quali l'individuo conosce la realtà sulla base delle proprie
motivazioni, che si ampliano in corrispondenza di uno spettro più ampio di
bisogni e conoscenze pregresse, più in generale della cultura.</span></b></span></span></div>
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<div class="MsoNormal" style="text-align: justify;">
<br /></div>
Gabryhttp://www.blogger.com/profile/09577347778861108122noreply@blogger.com0tag:blogger.com,1999:blog-5087624977015253994.post-49410717535445651142012-08-31T08:54:00.004+02:002012-08-31T08:56:27.946+02:00IPad in classe in una scuola media di Genova Voltri<!--[if gte mso 9]><xml>
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table.MsoNormalTable
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mso-tstyle-rowband-size:0;
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<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRs1hw66t48h4iPmWaV8wmyetgegaykG-zTfEU0xuKYu4-tvXN0ixkETLcu-cHUlYhNPRELIIxMHVD3v0VcQ3LpGgWShOCJU36E2beqDgS35wvSkxO-WYzrnzCb-Zqtq5FZFUK3qvYDA/s1600/tablet.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br /></a></div>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUz8EthklUyhF07-l-1uMzfu4EzLOEN4wh9RaDkukw-f2VtPyr_6C4ZpQ1XLYkyHz9FfKXv57r1jSLWD60woDMzGq4qfXFUSetxhyphenhyphenWmkYwXChSyg5I_gMEdLT73ep-SNu_WW3kNlpZRA/s1600/sony-s1-tablet-held-small.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br /></a></div>
<div align="center" class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 1; text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 1; text-align: center;">
<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 28.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT; mso-font-kerning: 18.0pt;">IPad in classe in una scuola media di Genova Voltri</span></b></div>
<div align="center" class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: center;">
<b><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Educazione sfida
tecnologica.</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"></span></b></div>
<div align="center" class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: center;">
<b><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-bidi-font-style: italic; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Un’esperienza
genovese: l’utilizzo dell’ iPad in classe</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Le recenti dichiarazioni del
ministro dell'Istruzione Francesco Profumo hanno riportato il dibattito su<span style="mso-spacerun: yes;"> </span>una scuola “più moderna e visionaria” più
vicina al web ed ai nativi digitali. Una scuola che offra il sapere e le
informazioni attraverso strumenti innovativi. E propone il tablet al posto dei
libri di testo, un'unica tavoletta <a href="http://www.repubblica.it/scuola/2011/12/23/news/un_tablet_sul_banco_non_solo_un_libro_2_0-27116836/" title="Powered by Text-Enhance"><span style="color: blue;">elettronica</span></a>
per contenere in un centimetro di spessore le migliaia di pagine dei volumi </span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWXENXgltE6JxB5jlSVIpP79VCXYMB10cSXGX1waoukeDRYxXhyphenhyphen2_4vx6QLgLEkGVj0e02Sf8ROo9vcu8-hb5m3zeILAHaX4uKJ8fwLxXut7Px8QgHB6ae1bFMUFziKMBrXJ0cDObJfw/s1600/ipad-420x0.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWXENXgltE6JxB5jlSVIpP79VCXYMB10cSXGX1waoukeDRYxXhyphenhyphen2_4vx6QLgLEkGVj0e02Sf8ROo9vcu8-hb5m3zeILAHaX4uKJ8fwLxXut7Px8QgHB6ae1bFMUFziKMBrXJ0cDObJfw/s1600/ipad-420x0.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Steve Jobs presenta l'Ipad2 di Apple</b></span></span></td></tr>
</tbody></table>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">che
accompagnano gli studenti nell'arco della carriera. </span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="background: lime; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT; mso-highlight: lime;">In
Italia sono numerose<span style="mso-spacerun: yes;"> </span>le sperimentazioni
di Ipad, alcune anche nella nostra Provincia di Genova.</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> Al Salone dell’educazione ABCD, svoltosi alla Fiera
di Genova lo scorso novembre, l’associazione DiSAL ha presentato una di
queste iniziative promossa dalla Scuola secondaria 1° grado di <span style="mso-bidi-font-weight: bold;">Mele,</span> sezione associata dell'Istituto
Comprensivo Voltri-1<span style="mso-bidi-font-weight: bold;">. </span></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Il progetto è stato avviato nello
scorso anno scolastico dall’allora dirigente reggente Maria Garlando ed è
proseguito nell’anno corrente con la presidenza di Silvio Peri.</span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivmaLxpPdDU7ny_IXjs_9OAcVXtao6Jt4So6dPxzJH6gO0gH56dwiCAcANML_BrI_6XQXbpMSY8O5foJ17xsDNEPEzxeTltd6VtKFgA1RW6BoYlTi2UvdeQIUjWPRhDV8gCg7uW4MaeQ/s1600/alg_google-tablet.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivmaLxpPdDU7ny_IXjs_9OAcVXtao6Jt4So6dPxzJH6gO0gH56dwiCAcANML_BrI_6XQXbpMSY8O5foJ17xsDNEPEzxeTltd6VtKFgA1RW6BoYlTi2UvdeQIUjWPRhDV8gCg7uW4MaeQ/s1600/alg_google-tablet.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>google tablet</b></span></span></td></tr>
</tbody></table>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Ad avere l’idea di partenza è stato
l’assessore Mirko Ferrando che ha proposto un progetto triennale a partire dal<span style="mso-bidi-font-weight: bold;"> <span style="background: lime; mso-highlight: lime;">2011/2012 finanziato dal</span></span><span style="background: lime; mso-highlight: lime;"> <span style="mso-bidi-font-weight: bold;">Comune di Mele</span>,</span>
in <span style="background: lime; mso-highlight: lime;">collaborazione con <span style="mso-bidi-font-weight: bold;">AMTER S.p.a.</span> e <span style="mso-bidi-font-weight: bold;">APPLE Inc.</span>,</span> il cui obiettivo è sostenere ed avviare l’utilizzo
della <span style="mso-bidi-font-weight: bold;">didattica digitale</span> nella <span style="mso-bidi-font-weight: bold;">Scuola Secondaria 1° grado</span> di Mele.
“L’intento è quello di realizzare ambienti di apprendimento adatti ad un
utilizzo costante e diffuso delle tecnologie nella quotidianità scolastica” ha
detto l’assessore Ferrando nel corso dell’incontro <span style="background: lime; mso-highlight: lime;">“I tablet <span style="mso-bidi-font-weight: bold;">iPad2</span>
sono stati consegnati in comodato d'uso ad ogni alunno</span> (al</span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiK71d5D-hVkuVT8Q_rXnu1RhkTvprZXdEHp0Qpk0TvGPjChjeAep5aMpay2FPU9Aktnol-g2eitsm52CEdftG-FS_6Fb3syY5XRL8o8P3FNQ8SECS8Vhl0cAVQ71XSMmCRZfInxPfEVA/s1600/ipad.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiK71d5D-hVkuVT8Q_rXnu1RhkTvprZXdEHp0Qpk0TvGPjChjeAep5aMpay2FPU9Aktnol-g2eitsm52CEdftG-FS_6Fb3syY5XRL8o8P3FNQ8SECS8Vhl0cAVQ71XSMmCRZfInxPfEVA/s1600/ipad.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b> l'Ipad di Apple</b></span></span><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></div>
</td></tr>
</tbody></table>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">momento
coinvolge la prima media e progressivamente si estenderà a tutte le tre
classi), <span style="background: lime; mso-highlight: lime;">che potranno
riscattarli al termine del ciclo scolastico ad un costo molto basso”.</span></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">La Preside Garlando <span style="background: aqua; mso-highlight: aqua;">sottolinea che “nelle classi sono
presenti le <span style="mso-bidi-font-weight: bold;">LIM</span> (<span style="mso-bidi-font-weight: bold;">Lavagna Interattiva Multimediale</span>),
fornite dal MIUR,</span> strumento tecnologico che permette di mantenere il
classico paradigma didattico centrato sulla lavagna, potenziandolo con la
multimedialità e l'opportunità di usare software didattico in modo collettivo,
a <span style="background: lime; mso-highlight: lime;">tutto ciò si aggiunge la
possibilità di interazione tra <span style="mso-bidi-font-weight: bold;">LIM</span>
e <span style="mso-bidi-font-weight: bold;">iPad2”</span>.</span></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">I docenti
hanno accolto la sfida degli Ipad convinti che questo sia uno strumento agile
ed adatto al nostro tempo, ma che non sostituisce il processo didattico, anzi
esige che gli insegnanti si mettano in gioco. </span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify;">
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCl6EzEkpxa4v_Kjiwid9ahPn3v9-AAWOZ94f7jbpD_MsJA2Ak5THsWZO3vOsHwvFwtq_ZyWWdkhBAQTmKiEvoKtpkWGusEDqPzWVjTQyEi8-p2DW0UrgXGBbdoxiGcpZa4bf4KM0xtA/s1600/Asus_Net_Fusion_tablet_4.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCl6EzEkpxa4v_Kjiwid9ahPn3v9-AAWOZ94f7jbpD_MsJA2Ak5THsWZO3vOsHwvFwtq_ZyWWdkhBAQTmKiEvoKtpkWGusEDqPzWVjTQyEi8-p2DW0UrgXGBbdoxiGcpZa4bf4KM0xtA/s1600/Asus_Net_Fusion_tablet_4.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Asus Net Fusion tablet</b></span></span></td></tr>
</tbody></table>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">“I ragazzi
di oggi utilizzano strumenti tecnologici in molte attività della loro vita
quotidiana: <span style="background: lime; mso-highlight: lime;">giocano, imparano
e parlano <span style="mso-bidi-font-weight: bold;">usando il linguaggio digitale</span></span>.”
ha spiegato Monica Devecchi, l’insegnante di matematica della prima media che
svolge la sperimentazione “Gli adolescenti sono portatori di una nuova cultura
nel contesto familiare ed extra-familiare perché sono abituati a rapportarsi
quotidianamente con una tecnologia complessa e avanzata. Tutto ciò non può
essere ignorato dal mondo della scuola, che deve fare suo questo nuovo
linguaggio per comunicare meglio con gli studenti e offrire una didattica più
efficace”.</span></b></div>
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<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9_0iLvAeZaDCO_7c1krAdsMDhjTRoLoHoCh7YPH0I6_CjA3j41ovu8ScMZBIT6hN1AFvXqPv3XMTGxW6e1cUWejnj7W6ieyudskaZeaIjbeSL6AAvrhhufuzZa95EIlYPXxoyLWQs4g/s1600/asus-eee-pc-t91-netbook-tablet+3.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9_0iLvAeZaDCO_7c1krAdsMDhjTRoLoHoCh7YPH0I6_CjA3j41ovu8ScMZBIT6hN1AFvXqPv3XMTGxW6e1cUWejnj7W6ieyudskaZeaIjbeSL6AAvrhhufuzZa95EIlYPXxoyLWQs4g/s1600/asus-eee-pc-t91-netbook-tablet+3.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Asus eee pc t91 netbook tablet </b></span></span></td></tr>
</tbody></table>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Non mancano
i problemi: <span style="background: yellow; mso-highlight: yellow;">scaricare i
libri è un’operazione a volte complessa e le case editrici non sono sempre
preparate</span>. <span style="background: aqua; mso-highlight: aqua;">I tablet
funzionano solo con le applicazioni, le <i>app, </i>ma scegliere quelle più
adatte all’apprendimento scolastico e caricarle su tutte le macchine degli
alunni richiede tempo</span>. Utilizzare 25 tablet in classe richiede una rete
adeguata ed un’assistenza tecnica che poche scuole hanno.</span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">“Ma molti
sono i punti forti dell’esperienza” sottolinea con entusiasmo Adelaide Pino,
prof. di lettere “L’iPad è veloce e </span></b></div>
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<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8ko-kkQDHQmifbDef9DGRUC9qtl7Xgyka_hfJJ6Am4ilVnaUFTnH8ZbJZxrtJAYYhWnz7FxvyJHNfFWxeMaP7ZioRxGtmFwUb4fOTzo3b3D2RZ3fpnP21-TBPyf_G2yPYgEI7w0jRmA/s1600/Ridimensiona+diDell+Inspiron+duo+-+Convertible+Tablet+PC+%281%29.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8ko-kkQDHQmifbDef9DGRUC9qtl7Xgyka_hfJJ6Am4ilVnaUFTnH8ZbJZxrtJAYYhWnz7FxvyJHNfFWxeMaP7ZioRxGtmFwUb4fOTzo3b3D2RZ3fpnP21-TBPyf_G2yPYgEI7w0jRmA/s1600/Ridimensiona+diDell+Inspiron+duo+-+Convertible+Tablet+PC+%281%29.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Dell Inspiron duo - Convertible Tablet PC </b></span></span></td></tr>
</tbody></table>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></div>
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<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify;">
<br /></div>
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">coinvolgente. Ai ragazzi piace perché
permette di produrre qualcosa di loro e così si sentono protagonisti. Usare i
tablet insieme e sistematizzare il lavoro svolto in classe costringe ad
imparare l’ordine e l’organizzazione. <span style="background: lime; mso-highlight: lime;">Osservare un adulto che utilizza Internet e lavorare insieme con lui, li
fa maturare<span style="mso-spacerun: yes;"> </span>nell’uso consapevole della
rete che, come per i loro coetanei, è sempre a loro portata in tutti i momenti
della giornata.</span>” Ma le insegnanti 2.0 concludono che non si sta buttando
via tutta la storia della scuola “Non si deve credere che l’iPad escluda gli
altri strumenti. <span style="background: lime; mso-highlight: lime;">Gli alunni
possiedono e usano libri, penne, matite, righelli, compassi.</span> Inoltre
l’iPad impedisce che l’insegnante </span></b><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify;">
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<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRs1hw66t48h4iPmWaV8wmyetgegaykG-zTfEU0xuKYu4-tvXN0ixkETLcu-cHUlYhNPRELIIxMHVD3v0VcQ3LpGgWShOCJU36E2beqDgS35wvSkxO-WYzrnzCb-Zqtq5FZFUK3qvYDA/s1600/tablet.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRs1hw66t48h4iPmWaV8wmyetgegaykG-zTfEU0xuKYu4-tvXN0ixkETLcu-cHUlYhNPRELIIxMHVD3v0VcQ3LpGgWShOCJU36E2beqDgS35wvSkxO-WYzrnzCb-Zqtq5FZFUK3qvYDA/s1600/tablet.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b> Tablet PC </b></span></span></td></tr>
</tbody></table>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-layout-grid-align: none; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">fissi la sua didattica solo su uno strumento,
ad esempio il libro di testo: con il tablet <span style="background: lime; mso-highlight: lime;">anche il manuale o l’antologia ritrovano il loro giusto
posto, strumenti, testi che non sostituiscono le teste”.</span></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-outline-level: 1; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT; mso-font-kerning: 18.0pt;">Al termine dell’incontro Disal ha annunciato di aver
aperto uno spazio di dibattito on line sul sito www.disal.it<span style="mso-spacerun: yes;"> </span><i>Discutiamo dei tablet al posto dei libri a
scuola </i>per aprire una riflessione su un tema che potrà avere ampie
prospettive nel prossimo futuro. </span></b></div>
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<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUz8EthklUyhF07-l-1uMzfu4EzLOEN4wh9RaDkukw-f2VtPyr_6C4ZpQ1XLYkyHz9FfKXv57r1jSLWD60woDMzGq4qfXFUSetxhyphenhyphenWmkYwXChSyg5I_gMEdLT73ep-SNu_WW3kNlpZRA/s1600/sony-s1-tablet-held-small.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUz8EthklUyhF07-l-1uMzfu4EzLOEN4wh9RaDkukw-f2VtPyr_6C4ZpQ1XLYkyHz9FfKXv57r1jSLWD60woDMzGq4qfXFUSetxhyphenhyphenWmkYwXChSyg5I_gMEdLT73ep-SNu_WW3kNlpZRA/s1600/sony-s1-tablet-held-small.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: blue;"><span style="font-size: large;"><b>Sony s1 tablet held small</b></span></span></td></tr>
</tbody></table>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">7 gennaio 2012</span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">I dirigenti scolastici DiSAL Liguria</span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Giacomo Buonopane<span style="mso-spacerun: yes;"> </span>IC Sestri Ponente</span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Mario Predieri Liceo “Mazzini”
Genova</span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
Gabryhttp://www.blogger.com/profile/09577347778861108122noreply@blogger.com0tag:blogger.com,1999:blog-5087624977015253994.post-38280244917792403912012-08-28T09:41:00.002+02:002012-09-12T18:05:35.130+02:00La distruzione dell’area 46. La personalità deviata. Lo strano caso di Phineas P. Gage<!--[if gte mso 9]><xml>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrbRo7I8oJdO2abbHb-ofrbiSzfBPMVwq9yikaLiaI9pqyzikrTMOgtmJGvQS55xXo92HnNiVJSQypxBME5CaW9YEJ4zyllWZp4qs-kbo7H4diUei4nviuCQZPgcb8JU1AZOm4PDXGyw/s1600/Gage+osseo+e+facciale.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br /></a></div>
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<a href="http://www.blogger.com/blogger.g?blogID=5087624977015253994" name="OLE_LINK1"><span style="mso-bookmark: OLE_LINK2;"><b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 28.0pt; letter-spacing: -.7pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">La
distruzione dell’area 46. La personalità deviata. Lo strano caso di Phineas P.
Gage</span></b></span></a><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 28.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"></span></b></span></span></div>
<span style="mso-bookmark: OLE_LINK2;"></span><span style="mso-bookmark: OLE_LINK1;"></span>
<br />
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<br /></div>
<div class="MsoNormal" style="line-height: 145%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 145%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><br />
Risale a <span style="color: #c00000;">Cartesio</span> quella <span style="background: yellow; mso-highlight: yellow;">separazione drastica fra
emozione e intelletto</span> che per secoli è stata un criterio ispiratore
della ricerca, nonché un principio speculativo da non violare. Ma la realtà si
sta rivelando diversa. In particolare, le affascinanti indagini sul cervello
attualmente in corso muovono in un’altra direzione. <span style="color: #c00000;">Damasio</span>
è stato forse il primo a porre sotto attento esame le infauste conseguenze
della separazione di Cartesio, e oggi è possibile circoscrivere quell’errore
sulla base non soltanto di <span style="background: lime; mso-highlight: lime;">argomentazioni</span>
speculative, ma anche dell’analisi di casi clinici e della valutazione di fatti
neurologici sperimentali. </span></b></div>
<div class="MsoNormal" style="line-height: 145%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 145%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Siamo nel <span style="background: yellow; mso-highlight: yellow;">New England</span>, alla fine
dell’estate <span style="background: yellow; mso-highlight: yellow;">del 1848</span>.
<span style="background: lime; mso-highlight: lime;">Phineas P. Gage,
venticinquenne caposquadra di un’impresa di costruzioni,</span> sta per
precipitare dalle stelle alle stalle. Un secolo e mezzo dopo, la sua caduta
sarà ancora significativa. Gage lavora per la Rutland & Burlington
Railroad: a lui è affidata una squadra numerosa di operai (una <i>gang</i>,
in gergo), con il compito di gettare i binari per una <span style="background: lime; mso-highlight: lime;">nuova linea ferroviaria</span> che attraverserà il <span style="background: lime; mso-highlight: lime;">Vermont.</span> Nelle due settimane
precedenti, sono avanzati un po’ a rilento, in direzione delle cittadina di Cavendish;
adesso sono</span></b></div>
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<br /></div>
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<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVdEFxX2YAZHkxV0jMZ3Ul8G0eFbenYcvKQH9sH9ZtGmr3YQrlIIxFx2yJP3EOSyA1d8u_hubEIh2SIIMn3W0SJ4RzmFZ6ivoZjh_ZSxv9OEtnaj0sdlBc1fb1vilEwD-35n9jBbpKmw/s1600/P.+Gage.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVdEFxX2YAZHkxV0jMZ3Ul8G0eFbenYcvKQH9sH9ZtGmr3YQrlIIxFx2yJP3EOSyA1d8u_hubEIh2SIIMn3W0SJ4RzmFZ6ivoZjh_ZSxv9OEtnaj0sdlBc1fb1vilEwD-35n9jBbpKmw/s1600/P.+Gage.jpg" /></a></td></tr>
<tr style="color: blue;"><td class="tr-caption" style="text-align: center;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 145%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"><span style="background: lime; mso-highlight: lime;"></span></span></b><b><span style="color: blue;"><span style="font-size: large;">Phineas P. Gage dopo l'incidente con la sbarra d'acciaio che gli perforò il cranio.</span></span></b></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 145%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 145%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 145%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">impegnati su una sponda del Black River. Il loro lavoro è
tutt’altro che agevole, per i numerosi affioramenti di roccia dura. Invece di
aggirare ogni scarpata, si è deciso di far saltare la roccia, dove necessario,
per la aprire la via a un tacciato più diritto e piano. Gage sovrintende a
tutti questi lavori, <span style="background: lime; mso-highlight: lime;">ed è
magnificamente all’altezza;</span> <span style="background: lime; mso-highlight: lime;">atletico e ben proporzionato nel suo metro e settanta di statura, si
muove con rapidità e precisione.</span> Somiglia ad un giovane James Cagney, a
un elegante Yankee Doodle che balli il tip tap su rotaie e traversine, vigoroso
e aggraziato al tempo stesso. Agli occhi dei suoi capi, poi, Gage è ben più che
un dipendente in gamba come ce ne sono tanti: <span style="background: lime; mso-highlight: lime;">lo definiscono l’uomo «più efficiente e capace» tra quanti
hanno assunto.</span> E questo è un bene, perché il lavoro richiede tanta
maestria fisica quanto sottile concentrazione, soprattutto quando bisogna
preparare le detonazioni. Qui occorre procedere in modo ordinato, passo dopo
passo. Dapprima, <span style="background: lime; mso-highlight: lime;">va scavato un
foro nella roccia;</span> poi il foro va riempito per metà con esplosivo in
polvere, si deve inserire la miccia e la polvere deve essere coperta con
sabbia. Questa deve essere «pressata», cioè compattata con un’accurata sequenza
di <span style="background: yellow; mso-highlight: yellow;">colpi inferti con una
barra di ferro.</span> Infine, bisogna accendere la miccia. Se tutto va bene,
la</span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi77T9ph_6M3hkDUcWBrltTGPh1VyLjfLTXi7Q2bQuy6l61C-ywPmessB1ZpfdV5VR3pTF8k-fkwMrqMAz3tosE913C9hnZqcnmSpFL4jAnfh9uqP4b692mfer5UdhI8GQFHLYA5B4S0Q/s1600/Phineas+Gage+la+sbarra+d%27acciaio+2.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" height="386" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi77T9ph_6M3hkDUcWBrltTGPh1VyLjfLTXi7Q2bQuy6l61C-ywPmessB1ZpfdV5VR3pTF8k-fkwMrqMAz3tosE913C9hnZqcnmSpFL4jAnfh9uqP4b692mfer5UdhI8GQFHLYA5B4S0Q/s640/Phineas+Gage+la+sbarra+d%27acciaio+2.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><b><span style="color: blue;"><span style="font-size: large;">Phineas P. Gage dopo l'incidente con la sbarra d'acciaio che gli perforò il cranio. Dettaglio</span></span></b></td></tr>
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<br /></div>
<div class="MsoNormal" style="line-height: 145%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
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<div class="MsoNormal" style="line-height: 145%; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 145%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">polvere esploderà dentro la roccia; la sabbia è essenziale, poiché senza la
sua copertura protettiva l’esplosione si sfogherebbe fuori della roccia. Anche
la forma della barra e il modo in cui viene usata sono molto importanti: <span style="background: yellow; mso-highlight: yellow;">Gage se ne è fatta fare una
apposta, dando indicazioni precise, ed è un virtuoso della pressatura</span>. Alle
quattro e mezzo di questo caldissimo pomeriggio, Gage ha appena finito di
introdurre la polvere esplosiva nel foro, e ha detto all’uomo che è con lui di
coprirla di sabbia, fino al riempimento. Qualcuno da dietro lo chiama e Gage si
volta per un istante a guardare sopra la propria spalla destra. Si distrae e
prima che l’operaio abbia versato la sabbia comincia a pestare con la barra di
ferro, <span style="background: yellow; mso-highlight: yellow;">direttamente sulla
polvere.</span> Subito fa sprizzare scintille dalla roccia, e la <span style="background: yellow; mso-highlight: yellow;">carica gli esplode sul viso.</span>
L’esplosione è così violenta che la squadra si blocca, raggelata: ma in
pochi secondi è chiaro quel che è successo. L’esplosione è stata diversa dal
solito, e la roccia è </span></b></div>
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<tr><td class="tr-caption" style="text-align: center;"><b><span style="color: blue;"><span style="font-size: large;">Phineas P. Gage dopo l'incidente con la sbarra d'acciaio che gli perforò il cranio. Ricostruzione d'epoca</span></span></b></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 145%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">rimasta intatta; diverso dal solito anche il rumore che
l’ha accompagnata, <span style="background: yellow; mso-highlight: yellow;">un
sibilo come di razzo scagliato nel cielo.</span> Ma non sono fuochi
d’artificio: è un assalto, una scarica. La barra metallica penetra nella <span style="background: yellow; mso-highlight: yellow;">guancia sinistra di Gage, fora
la base della scatola cranica, attraversa la parte frontale del cervello</span>
ed esce, velocissima, dalla sommità della testa, per andare a cadere,
impiastricciata di sangue e tessuto cerebrale, a una <span style="background: yellow; mso-highlight: yellow;">trentina di metri di distanza.</span> Phineas Gage
è stato scagliato a terra e giace stordito, nel chiarore del pomeriggio; <span style="color: #c00000;">muto, ma sveglio</span>. E così sono tutti gli impotenti
spettatori. Orribile incidente intitolano – prevedibilmente – la notizia il
«Daily Courier» e il «Daily Journal» del 20 settembre, una settimana più tardi.
Il 22 settembre, il «Vermont Mercury» curiosamente intitola Mirabile incidente;
il «Boston Medical and Surgical Journal» con più precisione sceglie il titolo <span style="color: blue;">Passaggio di una barra di ferro attraverso al testa. </span>A
giudicare dalla concretezza con la quale raccontano la vicenda si direbbe che i
giornalisti conoscessero bene i racconti straordinari e i racconti dell’orrore
di <span style="color: #c00000;">Edgard Allan Poe</span>. Forse è così, anche se
non sembra vero: i racconti gotici di Poe non sono ancora popolari, e lo stesso
Poe morirà un anno dopo, sconosciuto e squattrinato. O forse è solo che
l’orribile è nell’aria. <span style="background: yellow; mso-highlight: yellow;">Tutti
si sorpresero che Gage non fosse rimasto ucciso all’istante</span>; l’articolo
medico della rivista di Boston riporta che «subito dopo l’esplosione il
paziente fu rivoltato sulla schiena»; che poco dopo egli mostrò «alcuni
movimenti convulsi delle estremità» e <span style="background: lime; mso-highlight: lime;">«nel giro di pochi minuti parlò»;</span> che «i suoi uomini (dei quali
egli era </span></b></div>
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<tr><td class="tr-caption" style="text-align: center;"><b><span style="color: blue;"><span style="font-size: large;">Phineas P. Gage dopo l'incidente con la sbarra d'acciaio che gli perforò il cranio. 2</span></span></b></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 145%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">beniamino) lo sollevarono e a braccia lo trasportarono fino alla
strada, che distava solo poche pertiche (una pertica essendo pari a circa 5
metri) e lo posero a sedere su un carro trainato da buoi, sul quale egli – <span style="background: lime; mso-highlight: lime;">seduto con la schiena eretta</span>
– percorse più di un chilometro, fino all’albergo di Joseph Adams»; e che Gage <span style="background: lime; mso-highlight: lime;">«scese dal carro da solo, con un
piccolo aiuto da parte dei suoi operai».</span> Vediamo un po’ meglio la figura
di Adams. Egli è il giudice di pace di Cavendish; inoltre possiede l’unico
albergo e l’unico spaccio di alcolici del paese. Io lo vedo pià alto di Gage.
Largo quasi il doppio, apprensivo come la sua stazza dad Falstaff lascia
immaginare. Dopo essersi avvicinato a Gage, manda subito a chiamare il dottor <span style="background: aqua; mso-highlight: aqua;">Johm Harlow</span>, uno dei medici
di Cavendish. Nell’attesa, mi sembra quasi di sentirlo esclamare: «E allora
signor Gage. Che cosa abbiamo?» e anche, perché no: «Ohimè, che disgrazia ci
tocca vedere!». Agita le mani. Quasi ad allontanare ciò che è successo, e
conduce Gage verso la <span style="background: aqua; mso-highlight: aqua;">zona
ombreggiata del portico dell’albergo.</span> Le descrizioni lo indicano come una
piazza, che suona grande e spazioso e aperto; forse è grande e spazioso, ma non
è aperto: è giusto un porticato. Adams ora forse fa bere a Phineas Gage una
limonata, o magari un bicchiere di sidro ben fresco.<br />
<span style="background: yellow; mso-highlight: yellow;">Dall’esplosione è passata
un’ora</span>, il sole si sta abbassando e il caldo è più sopportabile. È in
arrivo un altro medico, il</span></b></div>
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<tr><td class="tr-caption" style="text-align: center;"><b><span style="color: blue;"><span style="font-size: large;">Caso analogo all'incidente di Phineas P. Gage. </span></span></b></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 145%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">dottor Edward Williams, un collega – più giovane –
del dottor Harlow, il quale in seguito descriverà la scena con queste parole:
«Quando lo vidi era seduto su una sedia nella piazza dell’albergo di Adams, a
Cavendish. Appena mi avvicinai, mi disse: <span style="background: yellow; mso-highlight: yellow;">“Dottore, qui c’è lavoro per voi”.</span> Prima ancora di
scendere dalla carrozza, avevo notato la <span style="background: yellow; mso-highlight: yellow;">ferita sulla testa:</span> si potevano vedere chiaramente
le <span style="background: yellow; mso-highlight: yellow;">pulsazioni del
cervello.</span> Notai anche qualcosa che non riuscii a spiegarmi, prima di
esaminare la testa: la sommità di questa si presentava come un imbuto
rovesciato. In seguito avrei scoperto che ciò che era dovuto al fatto che
l’osso attorno all’apertura era fratturato per una <span style="background: yellow; mso-highlight: yellow;">lunghezza di quasi 5 centimetri in tutte le
direzioni</span>. Ho dimenticato di precisare che l’apertura attraverso il
cranio dei tegumenti aveva un diametro di quasi 4 centimetri: i bordi di questa
apertura erano rovesciati, e nel complesso la ferita dava l’impressione che un <span style="background: yellow; mso-highlight: yellow;">oggetto sagomato a cuneo avesse
attraverso la testa muovendo dal basso verso l’alto</span>. Mentre io gli
esaminavo la ferita, Gage raccontava ai presenti in che modo era stato colpito:
parlava con tale lucidità ed era talmente desideroso di rispondere che io rivolsi
le mie domande a lui piuttosto che agli uomini che erano presenti al momento
dell’incidente e che ora ci attorniavano. Poi Gage mi riferì alcune delle
circostanze, come poi ha fatto più volte, e io posso affermare con sicurezza
che né in una qualsiasi occasione successiva – salvo una – <span style="background: lime; mso-highlight: lime;">io lo considerai men che
perfettamente razionale</span>. L’unica volta in cui ne dubitai fu una
quindicina di giorni dopo l’incidente, allorché insistette a chiamarmi John
Kirwin – e però a tutte le mie domande rispose in modo corretto».<br />
La barra di ferro Henry Bigelow, professore di chirurgia alla Harvard,
la descrive con queste parole <span style="background: yellow; mso-highlight: yellow;">«Il ferro che attraversò il cranio pesa 6 chilogrammi</span>; è <span style="background: yellow; mso-highlight: yellow;">lungo 110 centimetri</span> e ha
un diametro do poco più di <span style="background: yellow; mso-highlight: yellow;">3
centimetri.</span> L’estremità che penetrò per prima e rastremata, per una </span></b></div>
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<tr><td class="tr-caption" style="text-align: center;"><b><span style="color: blue;"><span style="font-size: large;">Phineas P. Gage dopo l'incidente con la sbarra d'acciaio che gli perforò il cranio. Ricostruzione al computer Science 1994</span></span></b></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 145%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">lunghezza di 18 centimetri, e termina con una punta del diametro di circa 6
millimetri. A queste circostanze, forse, il soggetto deve la propria salvezza.
Il ferro non somiglia ad alcuno strumento, ed è stato fatto da una fabbro della
zona seguendo le indicazioni del cliente». Gage è piuttosto rigoroso per tutto
il suo lavoro e i ferri del mestiere. Sopravvivere all’esplosione con una
ferita al capo così ampia e profonda, essere capace di parlare e camminare e di
mantenersi coerente subito dopo l’incidente: <span style="background: lime; mso-highlight: lime;">tutto ciò è ben sorprendente</span>. Ma sarà altrettanto
sorprendente che Gage superi il <span style="background: yellow; mso-highlight: yellow;">sopravvenire dell’inevitabile infezione.</span> Il dottor Harlow
conosce bene l’importanza della disinfezione. Non ha gli antibiotici, ma ricorrendo
alle sostanze chimiche all’epoca disponibili egli pulisce la ferita
energicamente e con metodo preciso; inoltre dispone il paziente in posizione
semisdraiata, in modo da facilitare il drenaggio. <span style="background: yellow; mso-highlight: yellow;">In Gage si produrranno forti febbri e almeno un ascesso,</span>
sul quale il bisturi di Harlow interverrà prontamente. Alla fine la giovane età
e la robusta costituzione di Gage avranno la meglio. <span style="background: lime; mso-highlight: lime;">Phineas Gage sarà dichiarato guarito nel giro di meno
di due mesi.</span> Tuttavia quest’esito stupefacente impallidisce al confronto
con la straordinaria svolta che la sua personalità sta per subire. <span style="color: #c00000;">Il suo carattere, i suoi gusti, i suoi sogni, le sue
aspirazioni: tutti cambieranno. </span>Il corpo di Gage può essere ben vivo e
vegeto, ma c’è un nuovo spirito che lo anima. (</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #006600; font-family: "Arial Black","sans-serif"; font-size: 16.0pt; line-height: 145%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Da Antonio R. Damasio, <i>L’errore di Cartesio)</i></span></b></div>
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<b><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 145%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">Phineas P. Gage</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #006600; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 145%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> (<a href="http://it.wikipedia.org/wiki/Lebanon_%28New_Hampshire%29" title="Lebanon (New Hampshire)">Lebanon</a>, </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 145%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;">8 o 9 luglio<sup><span style="color: #006600;"> </span></sup><span style="color: #006600;"><a href="http://it.wikipedia.org/wiki/1823" title="1823">1823</a> – <a href="http://it.wikipedia.org/wiki/San_Francisco" title="San Francisco">San
Francisco</a>, <a href="http://it.wikipedia.org/wiki/21_maggio" title="21 maggio">21 maggio</a> <a href="http://it.wikipedia.org/wiki/1860" title="1860">1860</a>) </span>è stato un<span style="color: #006600;"> <a href="http://it.wikipedia.org/wiki/Operaio" title="Operaio">operaio</a> <a href="http://it.wikipedia.org/wiki/Stati_Uniti_d%27America" title="Stati Uniti d'America">statunitense</a> </span>addetto alla
costruzione di ferrovie, noto per un incidente capitatogli nel 1848: sopravvisse
alla ferita infertagli da un'asta di metallo che gli trapassò il cranio. </span></b><b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 145%;">È conosciuto per
essere diventato uno dei casi di studio più famosi in</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 145%;"> <a href="http://it.wikipedia.org/wiki/Neurologia" title="Neurologia">neurologia</a>
(citato come "<i>American Crowbar Case</i>") in seguito a un
incidente sul lavoro avvenuto nel pomeriggio del <a href="http://it.wikipedia.org/wiki/13_settembre" title="13 settembre">13
settembre</a> <a href="http://it.wikipedia.org/wiki/1848" title="1848">1848</a>
vicino alla città di Cavendish, nella <a href="http://it.wikipedia.org/wiki/Contea_di_Windsor" title="Contea di Windsor">Contea
di Windsor</a>, mentre inseriva una carica esplosiva in una roccia che doveva
essere fatta saltare in aria perché bloccava il passaggio della <a href="http://it.wikipedia.org/wiki/Linea_ferroviaria" title="Linea ferroviaria">linea
ferroviaria</a> in costruzione.</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 145%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 145%;">A causa dell'<a href="http://it.wikipedia.org/wiki/Esplosione" title="Esplosione">esplosione</a>
accidentale della <a href="http://it.wikipedia.org/wiki/Polvere_da_sparo" title="Polvere da sparo">polvere da sparo</a>, il ferro di pigiatura che Gage
stava usando per compattarla schizzò in aria attraversando la parte anteriore
del suo <a href="http://it.wikipedia.org/wiki/Cranio" title="Cranio">cranio</a>,
provocando un severo <a href="http://it.wikipedia.org/wiki/Trauma_cranico" title="Trauma cranico">trauma cranico</a> che interessò i <a href="http://it.wikipedia.org/wiki/Lobo_frontale" title="Lobo frontale">lobi
frontali</a> del <a href="http://it.wikipedia.org/wiki/Cervello" title="Cervello">cervello</a>.</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 145%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IT;"></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Miracolosamente
sopravvissuto all'incidente, già dopo pochi minuti Gage era di nuovo <a href="http://it.wikipedia.org/wiki/Coscienza" title="Coscienza">cosciente</a> e
in grado di parlare; i presenti ai fatti raccontano di aver ritrovato l'asta
metallica «imbrattata di sangue e cervello». <span style="background: lime; mso-highlight: lime;">Dopo tre settimane poteva già rialzarsi dal letto e uscire
di casa in maniera del tutto autonoma</span>. La sua personalità però aveva
subito radicali trasformazioni, al punto che gli amici non lo riconoscevano, in
quanto divenuto intrattabile, <span style="background: yellow; mso-highlight: yellow;">in preda ad alti e bassi</span>, e incline alla <a href="http://it.wikipedia.org/wiki/Blasfemia" title="Blasfemia">blasfemia</a>.
Soprattutto per questi motivi, i vecchi datori di lavoro si rifiutarono di
riprenderlo con sé. Ciononostante, egli trovò un nuovo lavoro come conducente
di diligenze e visse altri 12 anni dopo l'incidente.</span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRCl_HBmSQKrsluQ7RcHdxZsDS2c0KQYp-yj2h1v_DzPD0payVYjF3OR9I7srcfm78ubKVU7CC3qT7gCBLY3FWTs594oWAVI7UKYjLAtzYLs8taE8O-4WFtT6ZAJUuUiPG0gD9ueGMSQ/s1600/Ridimensiona+dijournal.pone_.0037454.g001.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRCl_HBmSQKrsluQ7RcHdxZsDS2c0KQYp-yj2h1v_DzPD0payVYjF3OR9I7srcfm78ubKVU7CC3qT7gCBLY3FWTs594oWAVI7UKYjLAtzYLs8taE8O-4WFtT6ZAJUuUiPG0gD9ueGMSQ/s1600/Ridimensiona+dijournal.pone_.0037454.g001.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><b><span style="color: blue;"><span style="font-size: large;">Phineas P. Gage dopo l'incidente con la sbarra d'acciaio che gli perforò il cranio. Ricostruzione 3D - 2012 del neurologo Jack Van Horn</span></span></b></td></tr>
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<b><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Ricerche
scientifiche </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Si
crede che l'incidente di cui fu vittima abbia causato l'enorme cambiamento
nella sua <a href="http://it.wikipedia.org/wiki/Personalit%C3%A0" title="Personalità">personalità</a> <span style="color: #c00000;">emotiva e
relazionale</span>, trasformandolo in una <span style="background: yellow; mso-highlight: yellow;">persona talmente</span> priva di <a href="http://it.wikipedia.org/wiki/Freni_inibitori" title="Freni inibitori">freni
inibitori</a> <span style="background: yellow; mso-highlight: yellow;">sul piano
verbale</span>, da <span style="background: yellow; mso-highlight: yellow;">risultare
irosa e asociale</span>, ed un cambiamento della sua capacità di fare
previsioni sulla base dei dati acquisiti, <span style="background: yellow; mso-highlight: yellow;">rendendolo incapace di valutare i rischi delle sue azioni</span>.<sup><a href="http://it.wikipedia.org/wiki/Phineas_Gage#cite_note-Macmillian-3">[4]</a></sup></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Gli
studi sulle condizioni di Gage hanno apportato grandi cambiamenti nella
comprensione clinica e scientifica delle funzioni cerebrali e della loro
localizzazione nel cervello, soprattutto per quanto riguarda le <a href="http://it.wikipedia.org/wiki/Emozioni" title="Emozioni">emozioni</a> e la <a href="http://it.wikipedia.org/wiki/Personalit%C3%A0" title="Personalità">personalità</a>.
È anche in seguito alle riflessioni teoriche avviate in conseguenza di questo
caso che, per alcuni decenni della metà del <a href="http://it.wikipedia.org/wiki/XX_secolo" title="XX secolo">XX secolo</a>,
sono stati usati metodi, oggi in totale disuso, come la <a href="http://it.wikipedia.org/wiki/Lobotomia" title="Lobotomia">lobotomia</a>
prefrontale per curare certi tipi di disturbi del comportamento.</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Il
teschio di Gage e il bastone di ferro che ha causato il trauma cranico sono
esposti al pubblico nel museo della <a href="http://it.wikipedia.org/wiki/Harvard_Medical_School" title="Harvard Medical School">Harvard Medical School</a>.<sup><a href="http://it.wikipedia.org/wiki/Phineas_Gage#cite_note-BBC-2">[3]</a></sup></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt; line-height: 115%;">Nel
<a href="http://it.wikipedia.org/wiki/2012" title="2012">2012</a> un team di
ricercatori dell'<a href="http://it.wikipedia.org/wiki/Universit%C3%A0_della_California,_Los_Angeles" title="Università della California, Los Angeles">Università della California di
Los Angeles</a> ha per la prima volta simulato l'incidente per analizzare le
lesioni della materia bianca che collega tra loro diverse parti del cervello.
Non è stato possibile utilizzare il cranio originale dato che, a circa due
secoli dall'incidente, la struttura risulta estremamente fragile. Per questo
motivo, il team di ricercatori ha utilizzato l'ultima tomografia del cranio,
risalente al <a href="http://it.wikipedia.org/wiki/2001" title="2001">2001</a>,
presso il <i>Brigham and Women's Hospital</i> di Boston. Dopo averne migliorato
la risoluzione, ne hanno ricavato un <a href="http://it.wikipedia.org/wiki/Grafica_tridimensionale" title="Grafica tridimensionale">modello in 3D</a>. Sul modello hanno potuto
ricostruire l'incidente e concludere proponendo l'ipotesi che il cambio di
personalità manifestato da Gage sia stato dovuto al <span style="background: lime; mso-highlight: lime;">danneggiamento di una quantità maggiore al 10% della
materia bianca cerebrale che permette all'essere umano di ragionare e
ricordare.</span> Jack Van Horn, un neurologo dell'Ucla, e i suoi colleghi
hanno osservato che anche se circa il 4% della corteccia cerebrale è stato
trafitto dall'asta di 6 chili spessa 3 centimetri, in realtà più del 10% della
materia bianca è stato lesionato con <span style="background: yellow; mso-highlight: yellow;">danni estesi alle connessioni, cosa che ha dato il maggior contributo
al cambiamento di personalità</span>. La materia bianca e la sua guaina
mielinica collega miliardi di neuroni che permettono di ragionare e ricordare. «Quello
che abbiamo osservato è una significativa perdita di materia bianca che
connette la regione frontale sinistra e il resto del cervello di Gage - spiega
Van Horn - e pensiamo che la distruzione di questa rete del cervello lo abbia
notevolmente compromesso». Le connessioni perse si trovavano fra la <span style="background: yellow; mso-highlight: yellow;">corteccia frontale sinistra,
temporale sinistra, frontale destra e la struttura limbica sinistra del
cervello</span> <span style="color: #c00000;">(area 46 viciniori)</span> e questo
ha avuto effetti sulle sue capacità e sulle sue funzioni emozionali. Il povero
Gage ha visto cambiare da un giorno all'altro la sua personalità, ma non tutte
le funzioni sono state compromesse, tanto che è riuscito a viaggiare e a
trovare un impiego come autista di diligenze per diversi anni nell'America del Sud.
È morto a San Francisco 12 anni dopo l'incidente. «L'estesa perdita di
connettività nella materia bianca in entrambi gli emisferi è simile a quella di
cui <span style="background: yellow; mso-highlight: yellow;">soffrono i pazienti
con lesioni da trauma cranico</span> - osserva Van Horn - e ci sono <span style="background: yellow; mso-highlight: yellow;">analogie anche con alcune
malattie degenerative come l'Alzheimer</span> in cui le connessioni neurali si
degradano nei lobi frontali e questo si collega a profondi cambiamenti
comportamentali».</span></b></div>
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Gabryhttp://www.blogger.com/profile/09577347778861108122noreply@blogger.com2tag:blogger.com,1999:blog-5087624977015253994.post-10895157052223558922012-08-27T10:52:00.002+02:002012-08-29T17:44:57.024+02:00La grammatica è innata nel cervello<!--[if gte mso 9]><xml>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMUVWfgyVUWgxYG-jm5VBuNUnx-2y1mdIYX49qBrQY1Td677cNO-O2Rty7UROGcwo85zrKCD3LKgmSmApfBhVUFPAYEp8Bq4vsz6n3DbhmqX7NuFC53CrcgnKtYk80tRgJRvuH8hTS0g/s1600/AREE+DI+BROCA+E+DI+WERNIKE+AL+LAVORO.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDooK2MQk_XJcgNCB0JwoE72licrmNePeLkT45zazIgEhmoPIQzC7iQFCJfC5q9-RSoQiBEzi70YYZdL1oWjLavqWVTxIgF5XZxajlLMaeWgw48VZ84eFTcl4_oGV8ugMOJWvAU9lv8A/s1600/Area+del+linguaggio+-+emisfero+sx+Broca.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">La scoperta fatta da ricercatori italiani e tedeschi</span></b></div>
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<a href="http://www.blogger.com/blogger.g?blogID=5087624977015253994" name="OLE_LINK2"></a><a href="http://www.blogger.com/blogger.g?blogID=5087624977015253994" name="OLE_LINK1"><span style="mso-bookmark: OLE_LINK2;"><b style="mso-bidi-font-weight: normal;"><span style="color: red; font-family: "Arial Black","sans-serif"; font-size: 28.0pt;">La grammatica è innata nel cervello</span></b></span></a></div>
<span style="mso-bookmark: OLE_LINK2;"></span><span style="mso-bookmark: OLE_LINK1;"></span>
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<b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">I risultati della ricerca su «Nature Neuroscience». Le regole del
linguaggio sono istintive e «occupano» una precisa area</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">L’articolo
pubblicato sull’autorevole <span style="background: lime; mso-highlight: lime;">Nature
Neuroscience</span> da un’equipe italo-tedesca di neurologi e linguisti <span style="color: #c00000;">dell’Università Vita e Salute del San Raffaele di Milano,
dell’Università di Amburgo e dell’Università Schiller di Jena,</span><span style="color: red;"> </span>inserisce il decisivo ultimo tassello in un rompicapo
che ci riguarda tutti, in quanto esseri umani dotati di linguaggio. Ben
sappiamo, ormai, che le lingue differiscono tra di loro per le parole e per la
forma esterna, ma che condividono in profondità una struttura comune, la famosa
<span style="background: lime; mso-highlight: lime;">«grammatica universale»,</span>
messa in luce dal linguista americano <span style="color: red;">Noam Chomsky</span>
quasi esattamente mezzo secolo fa. </span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqTHmWfCicUB9HgmZUULCmK2bc58-xFo7esvNCtJlAmO4-O_MpJRy1GQK2EFdZ6nKRl-JnFmL3JT2qRvym5R9fCQhCcRyHkyLIW2gmiXdMenYr49rx89Wmo4YcemY520FqpwXpYYxTug/s1600/LA+GRAMMAMTICA+E%27+NEL+CERVELLO.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqTHmWfCicUB9HgmZUULCmK2bc58-xFo7esvNCtJlAmO4-O_MpJRy1GQK2EFdZ6nKRl-JnFmL3JT2qRvym5R9fCQhCcRyHkyLIW2gmiXdMenYr49rx89Wmo4YcemY520FqpwXpYYxTug/s1600/LA+GRAMMAMTICA+E%27+NEL+CERVELLO.jpg" /></a></td></tr>
<tr style="color: blue;"><td class="tr-caption" style="text-align: center;"><span style="font-size: large;"><b>Capacità del cervello di leggere, collocare e comprendere anche un linguaggio errato usando l'Area di Wernicke e Broca</b></span></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">La grammatica universale -</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">
L’esistenza di questa grammatica universale fa sì che le lingue e i dialetti
oggi ancora esistenti, quelli purtroppo scomparsi, e perfino quelli che
potrebbero in astratto esistere, ma di fatto non esistono (le cosiddette lingue
umane naturali «possibili») abbiano tutti in comune <span style="color: blue;">alcune
strutture interne</span> e alcune <span style="color: blue;">operazioni
sintattiche basilari</span>. Queste strutture e operazioni sono, prese tutte
insieme, diverse da altre che la mente umana è anche capace di apprendere a
riconoscere e manipolare, pezzo per pezzo, magari divertendosi, ma con fatica. </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Un’autentica
regola grammaticale, quindi, per quanto complessa, è, per noi esseri umani, del
tutto naturale, mentre una</span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDooK2MQk_XJcgNCB0JwoE72licrmNePeLkT45zazIgEhmoPIQzC7iQFCJfC5q9-RSoQiBEzi70YYZdL1oWjLavqWVTxIgF5XZxajlLMaeWgw48VZ84eFTcl4_oGV8ugMOJWvAU9lv8A/s1600/Area+del+linguaggio+-+emisfero+sx+Broca.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDooK2MQk_XJcgNCB0JwoE72licrmNePeLkT45zazIgEhmoPIQzC7iQFCJfC5q9-RSoQiBEzi70YYZdL1oWjLavqWVTxIgF5XZxajlLMaeWgw48VZ84eFTcl4_oGV8ugMOJWvAU9lv8A/s1600/Area+del+linguaggio+-+emisfero+sx+Broca.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: large;"><b><span style="color: blue;">Rapporti tra l'area di Broca e Area di Wernicke</span></b></span></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> </span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">regola astratta, superficialmente simile, è per noi
innaturale. La prima attiva risorse di calcolo mentale del tutto diverse dalla
seconda. </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Gli studi di Neil Smith</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> -
Dati inoppugnabili su questa diversità, al livello mentale, erano stati raccolti
in Inghilterra dal linguista <span style="color: red;">Neil Smith</span> una
quindicina di anni or sono. Smith e collaboratori insegnarono a soggetti
normali e a rarissimi pazienti con capacità linguistiche intatte, ma con
intelligenza generale gravemente compromessa, <span style="color: #c00000;">sia
lingue vere a loro ignote, </span><span style="color: #0000cc;">sia lingue
artificiali, rette da regole non naturali.</span><span style="color: #c00000;"> </span>La
diversità dei risultati emerse netta: le regole autentiche delle lingue vere
vennero apprese abbastanza rapidamente da tutti, <span style="background: yellow; mso-highlight: yellow;">mentre l’apprendimento delle regole innaturali</span>
venne vissuto come un gioco di enigmistica dai soggetti normali, e risultò del
tutto impossibile per quei pazienti. </span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi92lxrLtlsduDnklPHGYe6-qoocrk1oFZN9qNHVVUgYINYasmD6e_ofR_0I0MDNZIqQma18iC9HLwDCHjGPzuoV_5d6O2IYmMbXpW8ffCC8Us8CKsctC_0vlr4uL9aJqalGdEbB41E2g/s1600/Aree+cerebrali+di+Brodmann.gif" style="margin-left: auto; margin-right: auto;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi92lxrLtlsduDnklPHGYe6-qoocrk1oFZN9qNHVVUgYINYasmD6e_ofR_0I0MDNZIqQma18iC9HLwDCHjGPzuoV_5d6O2IYmMbXpW8ffCC8Us8CKsctC_0vlr4uL9aJqalGdEbB41E2g/s640/Aree+cerebrali+di+Brodmann.gif" width="640" /></a></td></tr>
<tr style="color: blue;"><td class="tr-caption" style="text-align: center;"><span style="font-size: large;"><b>Aree cerebrali di Brodmann </b></span></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">In
questi ultimi anni, era insorto il sospetto che fossero distinte regioni del
cervello ad elaborare queste distinte classi di operazioni mentali. Il
passaggio dalla mente al cervello diventa oggi sempre più diretto, grazie a
raffinate e non invadenti tecniche di imaging , come ad esempio la <span style="color: #c00000;">Risonanza Magnetica Funzionale.</span><span style="color: red;"> </span></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Si
è potuto, quindi, verificare che questo sospetto corrisponde alla realtà. </span></b></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjv9VzQRI4Z8jXGVCmKOwEejiQRcYj_onsNMqSJnHsUc44V7AA_D1-XtpF6muFp2etYDE9VH0s0hNB0iBintw7KnkM75UNI1P672LMxCPBRQjHrHjLRRVgGi08AvRKPeL6hX66_OqD-uQ/s1600/Produzione+linguaggio+-+Area+di+Broca+gb.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjv9VzQRI4Z8jXGVCmKOwEejiQRcYj_onsNMqSJnHsUc44V7AA_D1-XtpF6muFp2etYDE9VH0s0hNB0iBintw7KnkM75UNI1P672LMxCPBRQjHrHjLRRVgGi08AvRKPeL6hX66_OqD-uQ/s1600/Produzione+linguaggio+-+Area+di+Broca+gb.jpg" /></a></td></tr>
<tr style="color: blue;"><td class="tr-caption" style="text-align: center;"><span style="font-size: large;"><b>Produzione linguaggio - Area di Broca </b></span></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Il progetto sperimentale</span></b><b style="mso-bidi-font-weight: normal;"><span style="color: blue; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> -</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> La scoperta è
stata fatta sulla base di un progetto sperimentale ideato da <span style="color: red;">Andrea Moro</span>, professore di linguistica generale presso
la facoltà di Psicologia dell’Università San Raffaele di Milano, ed è stato
eseguito sulla risonanza magnetica dell’Ospedale Universitario di Amburgo dalla
dottoressa <span style="color: red;">Mariacristina Musso.</span> </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Regole possibili e regole impossibili</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> - Il metodo di verifica, assai raffinato, ma
riassumibile in termini semplici, è consistito nell’insegnare (letteralmente) a
dei soggetti tedeschi, privi di qualsiasi familiarità con l’italiano e con il
giapponese, delle regole della grammatica. </span></b></div>
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<tr style="color: blue;"><td class="tr-caption" style="text-align: center;"><span style="font-size: large;"><b>Produzione linguaggio - Area di Wernicke </b></span></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Tra le <span style="color: #0000cc;">regole
autentiche</span> venivano ad arte inserite anche delle <span style="color: #c00000;">regole linguisticamente impossibili, </span>ma assai semplici. Le
frasi si susseguivano sullo schermo di un computer, mentre i soggetti giacevano
«incassati» entro l’apparecchiatura di risonanza magnetica e giudicavano, via
via, se la regola veniva rispettata o meno. Ad esempio, i soggetti imparavano,
tra le regole possibili, che, a differenza del tedesco, per fare una frase in
italiano non è necessario esprimere il soggetto, come in <span style="background: yellow; mso-highlight: yellow;">«leggo molti bei libri»;</span>
invece, come regola impossibile imparavano che la negazione andava messa sempre
esattamente dopo la terza parola. Per esempio, per negare la frase precedente
dovevano dire: <span style="background: yellow; mso-highlight: yellow;">«leggo
molti bei non libri».</span> <span style="color: #0000cc;">Tale regola è
«impossibile» perché in nessuna lingua del mondo la negazione occupa un posto
fisso nella sequenza delle parole.</span> Procedure analoghe sono state
applicate al giapponese, lingua ancora più dissimile dal tedesco di quanto non
sia l’italiano. </span></b><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: large;"><b><span style="color: blue;">Tomografia a emissione di positroni - aree cerebrali al lavoro</span></b></span></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="color: #c00000; font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">I risultati -</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"> Il risultato è
stato che solo quando i soggetti apprendevano le regole possibili si attivava <span style="background: lime; mso-highlight: lime;">un’area del cervello tipica del
linguaggio</span> (la cosiddetta <span style="color: red;">area di Broca</span>,
che ha un equivalente anche nei primati ma non è così evoluta come nell’uomo). <span style="background: yellow; mso-highlight: yellow;">Quando il cervello deve
apprendere regole impossibili, invece, questa area sembra addirittura
disattivarsi!</span> </span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;">Andrea
Moro<span style="mso-spacerun: yes;"> </span>precisa: «Uno scopo centrale delle
moderne ricerche in linguistica è quello di ben caratterizzare la classe delle
lingue umane possibili, assai più di quello di descrivere le lingue esistenti.
Dopo cinquant’anni di ricerche, questa scoperta conferma che non si tratta solo
di un’utile classificazione di comodo. La classe delle lingue umanamente
possibili corrisponde, infatti, ad un’elaborazione effettuata da aree
specifiche del cervello. <span style="background: yellow; mso-highlight: yellow;">L’ipotesi
che l’acquisizione del linguaggio nel bambino avviene sotto una guida
biologicamente determinata viene così corroborata».</span> L’austera rivista
scientifica ha intitolato l’articolo di Moro e collaboratori (traduco in
italiano usando regole del tutto naturali):</span></b><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: large;"><b><span style="color: blue;">Gravi disturbi nella comprensione linguaggio - Afasia di Wernicke </span></b></span></td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial Black","sans-serif"; font-size: 20.0pt;"><span style="color: #c00000;">«L’area
di Broca e l’istinto del linguaggio».</span> È facile prevedere che oggi
spunterà un sorriso sul volto di <span style="color: red;">Chomsky</span> e su
quello di <span style="color: red;">Steven Pinker</span>, autore del bestseller
internazionale intitolato, appunto, <span style="color: red;">L’istinto del
linguaggio. </span></span></b></div>
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Gabryhttp://www.blogger.com/profile/09577347778861108122noreply@blogger.com3