Nadia Dario

Ecole normale supérieure de Lyon | ENS Lyon · UMR 5191 - Interactions, Corpus, Apprentissages et Représentations (ICAR)

The chapter reviews Boggi-Cavallo’s analysis of the debt that psychological research owes to Witkin’s field dependence–independence model. On the one hand, it analyses the differentiation between sexes and its psychological and social cost for the subjects involved; on the other hand, it invites insiders to renew the methodological and epistemologi...

In this paper, through the lens of psychoanalysis and Gestalt psychology, we analyze and discuss mind-wandering as a mental dilemmatic phenomenon that is always considered in a continuum between two poles, pathology and normality. These lenses are the same ones used by Boggi to treat her main themes: the self, the human subjectivity, gender and sex...

Visual Marginalia (VM) are a common phenomenon in school, but they hold untapped potentials. We aim to understand their nature and role in learning and thinking. Marginalia are described as making annotations in book margins. In this paper, we extend this concept to include visual self-expressions such as para-writings and para-drawings, creative...

We provide an overview of the “lines” and “circles” of knowledge that represent the key to reading this collective volume. The two sections of the book are described, introducing the content of each chapter and their connections, resonances and dialectics. The goal of the book is to present an overview of the many interesting emerging perspectives...

The study of mindwandering can expand our understanding of teaching-learning processes and their role in the holistic development of human beings. In the conclusive chapter, we maintain that the research on MW is affected by some stereotypical ideas on education. We also propose to overcome some restricted views by suggesting that MW is one of the...

In this chapter, we analyse the phenomenon of Visual Marginalia (VM)—that is drawings, doodles and writings at the margin of books, notebooks, etc.—as a “blueprint of thought” in educational contexts. Collateral productions on the margins (drawings, sketches, modifications of structured and recognized elements, ornaments, etc.) are something humans...

Visual Marginalia (VM) are a common phenomenon in school, but they hold untapped potentials. We aim to understand their nature and role in learning and thinking. Marginalia are described as making annotations in book margins. In this paper, we extend this concept to include visual self-expressions such as para-writings and para-drawings, creative...

Il volume “Era un altro mondo: i nostri figli e l’esperienza del COVID-19” parte dalle narrazioni di alunni preadolescenti di scuole venete, una delle zone più coinvolte dal punto di vista dell’impatto socio-emotivo, e li rapporta con quanto è accaduto nell’intero territorio nazionale. Senza voler infantilizzare le voci dei bambini, il volume propo...

The article presents the preliminary analysis of Italian children’s diaries during the COVID-19 lockdown. The outbreak of the disease has posed great challenges to people’s daily lives and often children’s perspectives have been overlooked. We conducted a diary study with 28 pre-adolescents in the North–East of Italy to grasp their first-person per...

This paper deals with a project implemented in a primary school in the Nord- East of Italy, right in the middle of the red zone, at the time of the Covid-19 pandemic. It is the re-elaboration of an already existing research design aimed at developing an educational community (teachers, children and families) and including children with Special Educ...

Mind-wandering is a quite common psychological experience that raises a number of issues, when occurring for instance at school. Is it a productive or disruptive phenomenon? The current research focuses on pre-post methods that lose the essential of the process. The article proposes a new methodological approach to observe mind-wandering in its dev...

The article presents the preliminary analysis of Italian children’s diaries during the COVID-19 lockdown. The outbreak of the disease has posed great challenges to people’s daily lives and often children’s perspectives have been overlooked. We conducted a diary study with 28 pre-adolescents in the North–East of Italy to grasp their first-person per...

L'articolo riporta le prime riflessioni emerse da un progetto di ricerca sul mind wandering in classe. Gli autori hanno realizzato un'analisi della lettera-tura scientifica, una serie di studi empirici e alcuni incontri-dibattito di re-stituzione con insegnanti ed alunni. Questo percorso ha prodotto alcune di-scussioni e riflessioni utili rispetto...

Breve power point per la discussione con insegnanti

This is the first research conducted in a natural environment with the aim of understanding temporal and contextual conditions in which mind wandering appears, and disappears during classroom activities. We also tried to better understand how it can promote /inhibit students’ performance and assessment

This is the first research conducted in a natural environment with the aim of understanding temporal and contextual conditions in which mind wandering appears, and disappears during classroom activities. We also tried to better understand how it can promote /inhibit students’ performance and assessment

In this issue, we considered generativity as a meta-dispositive of education and, specifically, a tool for its critical analysis. The concept of dispositive gives support to and aids our exploration: the generativity as theorized, is a construction and reconstruction of education. We studied generativity as a complex and heterogeneous system of dis...

Lo svolgimento di un compito “a tempo”, la risposta ad un messaggio o la consegna di un lavoro entro un certo evento rappresentano esempi di attività multitasking in cui uno studente o un lavoratore si trova a dovere svolgere una stima del tempo e uno o più compiti concomitanti. Il presente contributo si fa riferimento, nella sua prima parte, ai pr...

The appreciative inquiry represents the conjugation between generative paradigm and the research action. It is a ‘positive revolution’; methodology and epistemology, that which does not solely observe the transformation of the components but also includes the possibility of the generative change for people and organizations(Cooperrider & Whitney, 2...

In primary school, one of the most neglected elements is argumentative practice (Sobrero, 1999). Conversely, oral and written reasoning helps students to develop flexible and reflexive ways of thinking, which could be fruitfully used in many actual situations. As a matter of course, such training path requires years of work, and students produce re...

This article presents the progressive extension of the concepts of generativity and generative, especially in the humanities. These concepts constitute useful pedagogical paradigm in today’s complex society with the objective of identify which contributions can provide to education and innovation.

Questo articolo presenta la progressiva estensione dei concetti di generatività e generativo, in particolare nell’ambito delle scienze umane. Tali concetti si configurano come utile paradigma pedagogico nell’attuale società complessa con l’obbiettivo di identificare quali apporti possano fornire alla formazione e all’innovazione.

In questo articolo si esplora un approccio sperimentale al problema della relazione tra elementi inconsci e razionali nei processi decisionali dell’individuo. I termini del problema si rifanno alla modellizzazione di Damasio (1994), che lamenta l’insufficienza esplicativa della teoria della scelta razionale, poiché quest’ultima non tiene conto dell...

Uno degli elementi più trascurati nella scuola primaria è la pratica argomentativa (Sobrero, 1999). Al contrario, l’argomentare–sia a livello orale sia scritto–aiuta lo studente a sviluppare un pensiero flessibile e riflessivo che può essere utilizzato in più situazioni reali. Ovviamente il percorso ha richiesto più anni di lavoro ed è solo al term...

Completion of work in a “determined time”, answering a message or the delivery of job before a certain event represent examples of multitasking activities. Multitasking in which a student or worker must estimate the time allowed to perform varied tasks. The present contribution makes reference in it’s first part, to the principal paradigms and mode...