Historia de Grecia () by Hermann Bengtson and a great selection of similar New, Used and Collectible Books available now at.: Historia De Grecia () by. HERMANN BENGTSON HISTORIA DE GRECIA PDF -: Historia de Grecia () by Hermann Bengtson and a great selection of similar New, Used and Collectible. La Trinidad - Rublev - Download as PDF File .pdf), Text File .txt) or view presentation slides online. Historia de Grecia - Hermann Bengtson. Uploaded by.

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El términu Antigua Grecia referir al periodu de la hestoria de Grecia que toma dende la Edá escura de Grecia, . La oría de los historiadores y escritores políticos que les sos obres sobrevivieron ―principalmente Heródoto, Bengtson, Hermann (). Crear un llibru · Descargar como PDF · Versión pa imprentar. Pdf concesso da Bononia University Press a Edward Dąbrowa per l' espletamento delle procedure concorsuali DISCI dipartimento storia Historia y Civilización de los griegos, vers. esp., Barcelona .. Poesia e religione in Grecia: studi in onore di G. Aurelio Privitera, II, Napoli Hermann Bengtson zum In Bakker, de Jong and van Wees , —. Bengtson, Hermann. . Formazione e trasmissione delle tradizioni storiche in Grecia, edited by Maurizio Giangiulio, “History and Historia: Inquiry in the Greek Historians.

In fact, adults are not only caregivers, but also educators, whose actions significantly impact the schooling system as well as future life, and the lifelong learning decisions of growing children. These assumptions emerge both from research and European policy priorities for the goals of the EU strategy. ECEC in Europe has been linked to efficiency and equity in education Eurydice, , being a means for achieving socio-cultural inclusion and preventing students from dropping out of education.

This is so not only because pre-primary education facilitates later learning, but also because a substantial body of evidence shows that, especially for disadvantaged children, it can produce large socio-economic returns. For this reason, the Commission has identified pre-primary education as a priority theme for cooperation between Member States in particular to promote generalised equitable access COM It should also be pointed out that in most European countries op.

Indeed, as has been highlighted by the European Councils of Stockholm and Barcelona , Europe will experience a demographic challenge in coming decades, and the Commission wishes to turn this key issue into an opportunity COM This entails a culture of awareness of rights and needs throughout life. With as the European Year of Volunteering and designated as the European Year for Active Ageing, the call for action is complete: educational intervention and research cannot longer wait.

A focus on early childhood education and care ECEC : building caring environments and the role of adults as educators 11 3.

Training the trainers: designing for effective intergenerational learning 12 Adults education is a key for our societies.

In some particular areas of adults education, even the fact that the intervention is part of the discipline of education, or falls into the area of health care and social development is object of discussion.

The result is highly informal, fluid contexts of learning. For the educator this means that she has to feature the own context of work in every intervention. Instead, other types of professional profiles in education like teachers at school or academic context, and even vocational educational trainers work in formal environments, with well-defined tasks and activities Przybylska, Intergenerational learning IL as well as family learning play a crucial role in the field of adults education, and are one of the clearer examples of the problem introduced in the former paragraph.

Events like parenting, cultural participation, support to the own kids schooling, social activities, engage adults and have the potential of taking them to reflect on their own condition as lifelong learners, from one side, and as educators of the future generations Zambianchi, ; Raffaghelli, This is where the ongoing debate about designing for learning comes in our help.

The questions addressing the debate The topics introduced above represent a general picture of the challenges addressed by the authors contributing to the Conference.

The wealth of approaches, interventions and valuable research contributions made by the Key Note speakers put the basis to understand the ongoing trends of innovation, the scholarly debate as well as effective practices, that aim to the transformation of an ancient educational relationship, rediscovering its value for the lifelong learning society. Across the several works integrating the proceedings, the reader will find indepth and contextualized perspectives about the issues summarily introduced here.

It is worth hence to introduce here the questions that lead, in general, the several contributions: These questions are not exhaustive at all. For sure, the works integrating these proceedings have more refined questions; and they have found answers that will lead to the generation of new research and design questions. This section attemps to provide the reader with a big picture on the problem and opportunities generated by intergenerational learning.

The first contribution of Umberto Margiotta discusses in fact, theoretical issues relating the form that learning takes in an intergenerational process, from implicit and informal learning, to enactive learning, which entails autonomy, sense-making, emergence, embodiment and experience. In fact, according to research in the field of intergenerational learning, a wide range of skills are enhanced when they are developed in an intergenerational study teaching learning context.

Language, literacy and numeracy skills can all be supported and extended by intergenerational models if they are facilitated effectively. Finally the intergenerational learning provides a non-threatening, reassuring learning environment and creates learning opportunities and activities that are relevant to the learner. However, it is necessary to better focus the educational psychology of intergenerational learning, identifying the types of learning intervening, in order to promote them strumentally when implementing intergenerational activities.

The author closes with a valuable debate about the changes and challenges to be tackled in order to promote intergenerational learning for the future. The following article, authored by Anca Peiu introduces an interdisciplinary perspective, from Literature, to the exploration of the problem of learning in the lifelong learning society. Building on her passion for teaching literature, Prof. What can we learn from comparative approaches to intergenerational learning? How can we intervene particularly in the case of parenting?

How can we intervene particularly in the case of senior volunteering? Which is the role of the School, still at the center of the educational network?

How can we design for intergenerational learning? Emerson, Wallace Stevens, William Faulkner. Peiu emphasizes the outstanding contribution of these writers to the contemporary reflection on lifelong learning. Although voiced in three different stylistic tones, each one of which sounds unmistakably unique, it is this one ineffable vision that sends us readers the same message: the secret of a longer and better life is learning.

The results underline the importance of communication between teenagers, parents, teachers and form masters. Teenagers need united and supporting families and also teachers who are open to discuss their issues. Frunzaru concludes that parents and teachers have to transmit the importance of school and not of the materialistic values, fact that can help secondary school students to be happier and integrated into society. In order to understand the intergenerational learning phenomenon not only from several disciplines, but also from different contexts, we bring here the contribution of Naoko Suzuki, whose work brings the Japanese case to us.

Japan is one of many countries in the world facing the increasingly serious issues of an ageing population combined with a very low birth rate.


The impact upon Japanese society of this situation is enormous in both the medium and long term, and a number of measures have been introduced, both by local and central governments, to try and cope. At the same time, over the past decade serious crimes against and by children have also caused grave concerns.

In this context, intergenerational learning has been strongly encouraged in the hope that it may not only resolve communication breakdown among the different generations but may also create a wide range of spin-off effects.

One of the conspicuous features in Japan is that intergenerational learning has the strong potential to work as a means of culture dissemination from the elderly to small children. Gabriela Neagu follows, conducting us to reflect on how a series of cultural and educational activities undertaken by adults with with their children, attitudes, behaviors, values exhibited by adults are taken by children and have a significant impact on the education of the latter.

The first section is insightfully closed Chiara Urbani, who focuses the policies and context of pre-primary education, basing on the idea that lying behind changes there is a trend towards a new definition of learnfare framework, that promotes a New Welfare of active citizenship. She goes further explaining that these competences can be encouraged by the interaction with the parental, intergenerational and social contexts that are part of an integrated educational system.

In line with Gravriilidis, the following research work of Prof. The problem addressed by Prof. Kanatsoulis regards the emotional world of childhood. In fact, children between the ages of four and six are overcome by strong emotions which can stem from feelings of insecurity, fear and inadequacy as they struggle to understand and become a part of the world that surrounds them.

Because children cannot yet verbally express themselves adults must be able to decode their ways of communicating. But the author goes a step beyond, underlining how these stories are intergenerational, and they not only help small listeners discover role models but also provide literary enjoyment to adults. Amalia G. The paper is written from a theoretical standpoint informed by experiential education philosophy, drawing in particular on the insights of John Dewey and Paulo Freire.

It focuses on the potential of cyclic models of inquiry for informing the design of socio-technical environ- 15 Umberto Margiotta - Juliana Raffaghelli ments in which intergenerational groups are involved in bi-directional learning practices. A framework for the design of intergenerational learning environments is introduced, and its application is exemplified with data from a participatory content creation project involving two rural communities.

Silvia Ana Maria Patru and Maria Dinu close this second section, In their article, they explore the perspective of the teacher in the relationships with parents to support more effective children learning. As teachers, they experienced the importance of an interested and informed parent, who does not stop learning about the different stages her child goes through in order to support her all the way in becoming an independent and accomplished adult as well as a good future parent.

Basing on this rich experience, Patru and Dinu introduce a project Leadlab regarding parental education. Raffaghelli present the project approach, its main results and a reflection on its contribution to the EU policies. The ALICE project introduced the concept of creative languages art, digital storytelling, social media as instrument to build rich and caring environments for children to grow up. Her paper presents the results of the ALICE pilot project entirely implemented by the author, dedicated to the training of parents with children aged and realized as a laboratory of reflection through creative and informal languages.

It comes to a formative proposal relative to empowerment interventions, aimed at sustaining parent competences and its conscious use from an educational point of view. The participation of parents has been constantly active.

The feedback obtained through a survey and a questionnaire for self-evaluation to compare pre- and post- training has been very satisfactory. This context should not be selfreferential, therefore the elderly and teens may learn, through the creative experiences particularly creative writing, crafts and a movie discussion forum , to search for an authentic communication.

This could foster intergenerational reciprocity, in an ever-changing reality, dominated by individualism and competitiveness. The following work by Luca Botturi and Isabella Rega introduce the creative language of Digital storytelling, in the context of their experience from Switzerland. Building on their significant professional experience, the authors highlight how digital storytelling has been slowly penetrating the world of education and social development.

According to the authors, intergenerational learning seems a promising and somehow natural domain for digital storytelling, as it offers a perfect venue to bring together memory and wisdom with digital media skills and vibrant communication. Icleanu examined the problem of young people who express themselves very difficult and have serious problems in correctly speaking and writing; linked to the rupture between generations, as many young people do not communicate with parents, and parents spend less time with their children.

She further reflected on the value of new technologies in making the gap between generations even bigger. To conclude, the experience undertaken by SREP in the context of ALICE project adopted the hypothesis and realized work of learning from each other through new technologies, addressing both parental education, and family learning as projects that have a real interest among adults and children.

The resourceful contribution of Marios Christoulakis, Andreas Pitsiladis, Petros Stergiopoulos, Nektarios Moumoutzis, Argiro Moraiti, Giannis Maragkoudakis and Stavros Christodoulakis gave support to the connections between storytelling, digital games, social media, and arts music and theatre as creative languages enacting intergenerational learning. In their research the authors present eShadow, a storytelling tool inspired by the Greek traditional shadow theater and how it has been used within the context of the ALICE project in Greece.

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In the piloted experiences, intra-family communication scenarios were investigated as well as scenarios related to enabling children develop their own digital stories using eShadow. Furthermore, eShadow was used in a live interactive performance event combining Music and Digital Shadow Theatre. The evidence gathered during the implementation of these ALPPs confirms that such kind of approaches can indeed enhance intergenerational bonding and create an engaging learning space for children to develop important key skills.

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La Trinidad - Rublev

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