A “LIVING” META-SKILLS MODEL TO FORM AESTHETIC HABITS IN THE PERSON

Francesca Pileggi

Abstract


The urgency and importance of training transversal skills in young people are at the center of the debate on school education, especially after the approval of Law No. 22 of 19 February 2025. In this regard, in order to advance an educational proposal primarily focused on the person to be trained in one’s own human qualities, this paper presents meta-skills model of competences, focusing particularly on the dimension of competencies related to the aspiration to the ideal.


Keywords


Meta-skills model; Paradigm; Aspiring Competences

Full Text:

PDF

References


Alberici A. (2019). La possibilità di cambiare: Apprendere ad apprendere come risorsa strategica per la vita. Milan: FrancoAngeli.

Alexandratos F.S. (2021). The Structure of Human Action as a Criterion for Social Analysis: The Living Bond Between Honneth and Joas’ Project in Social Action and Human Nature and John Dewey’s Naturalistic Humanism. European Journal of Pragmatism and American Philosophy, XIII(2), 1–20. https://doi.org/10.4000/ejpap.2553

Amilburu M.G. (2013). Presupposti antropologici dell’educazione. In M. Conte, G. Grandi & G. P. Terravecchia (edited by). La generazione dell'umano. Snodi per una filosofia dell'educazione (pp. 35–45). Portogruaro: Edizioni Meudon.

Baffetti B. (2024). Educare alla differenza. Alla ricerca dell'Io, del Tu e del Noi. Cinisello Balsamo (MI): Edizioni San Paolo.

Benadusi L. (2018). Le competenze nei sistemi educativi e formativi. In L. Benadusi & S. Molina (edited by). Le competenze: Una mappa per orientarsi (pp. 85–122). Bologna: Il Mulino.

Birbes C. (2020). La competenza: valore e risorsa della persona. Annali online della Didattica e della Formazione Docente, 12, 222–233. https://doi.org/10.15160/2038-1034/2276

Blanes R., Flynn A., Masken M., & Tinius J. (2016). Micro-utopias: anthropological perspectives on art, relationality, and creativity. Cadernos de Arte e Antropologia, 5(1), 5–20. https://doi.org/10.4000/cadernosaa.1017

Blomkvist A. (2022). Imagination as a skill: A Bayesian proposal. Synthese, 200(119). https://doi.org/10.1007/s11229-022-03550-z

Bolondi F., & Bonacini M. (2021). L’educazione estetica. In L. Mortari & M. Ubbiali (edited by). Educare a scuola: Teorie e pratiche per la scuola primaria (pp. 81–98). Pearson.

Borghi, L. (1955). L'ideale educativo di John Dewey. Florence: La Nuova Italia.

Busacchi V., & Martini G. (2021). Introduzione: L'identità narrativa tra ermeneutica e psicoanalisi. B@belonline, 8, 15–22. https://doi.org/10.13134/2531-8624/8-2021/2

Busacchi V., Nieddu A., & Michel J. (2022). Introduction to Experience, Interpretation and Meaning: A Dialogue between Hermeneutics and Pragmatism. European Journal of Pragmatism and American Philosophy, XIV(1), 5–10. https://doi.org/10.4000/ejpap.2688

Chase C.C., Connolly H., Lamnina M., & Aleven V. (2019). Problematizing Helps! A Classroom Study of Computer-Based Guidance for Invention Activities. Int J Artif Intell Educ, 29, 283–316. https://doi.org/10.1007/s40593-019-00178-y

Cuevas-Badallo A. (2021). A Pragmatist Explanation of Technical Capabilities in Nonhuman Animals. European Journal of Pragmatism and American Philosophy, XIII(1), 1–20. https://doi.org/10.4000/ejpap.2324

Dallari M. (2022). Towards a pedagogy of imagination. Encyclopaideia, 26(64), I–III. https://doi.org/10.6092/issn.1825-8670/15915

Das K., Mungra Y., Ambika A., & Dhir A. (2023). Creative Meta-Skills: Construct, Dimensions and Implications for Marketing Professionals. Australasian Marketing Journal, 32(2), 98–112. https://doi.org/10.1177/14413582231154268

Dewey J. (1997). Democracy and Education. New York: The Free Press. (Original work published 1915).

Dewey J. (1930). Human Nature and Conduct: An Introduction to Social Psychology. New York: The Modern Library. (Original work published 1922).

Dewey J. (2014). Individualità ed esperienza. In D. Cecchi (edited by). Esperienza, natura e arte. Milan-Udine: Mimesis. (Original work published 1926).

Dewey J. (1999). Individualism old and new. New York: Prometheus Books. (Original work published 1930).

Dewey J. (1980). Art as experience. New York: Perigee Books. (Original work published 1934).

Dewey J. (1976). Creative democracy: The task before us. In J. Boydston (edited by), John Dewey: The later works, 1925-1953, Vol. 14 (pp. 224–230). Carbondale: Southern Illinois University Press. (Original work published 1939).

Doerr C.E., & Baumeister R.F. (2011). Self-Regulatory Strength and Psychological Adjustment: Implications of the Limited Resource Model of Self-Regulation. In J.E. Maddux & J.P. Tangney (edited by). Social Psychological Foundations of Clinical Psychology (pp. 71–83). New York: Guilford Press.

Dreon R. (2021). Introduction to Pragmatist Legacies in Aesthetics. European Journal of Pragmatism and American Philosophy, XIII(1), 1–15.

Ducci E. (1967). La maieutica kierkegaardiana. Turin: Società Editrice Internazionale.

Ducci E. (1983). La parola nell’uomo. Brescia: La Scuola.

Ducci E. (1992). Approdi dell'umano. Il dialogare minore. Rome: Anicia.

European Commission: Joint Research Centre, Sala A., Punie Y., Garkov V., & Cabrera M. (2020). LifeComp: the European Framework for personal, social and learning to learn key competence. Publications Office of the European Union. https://data.europa.eu/doi/10.2760/302967

Furia P. (2021). Il dilemma dell’identità: Francesco Remotti e Paul Ricœur a confronto. InCircolo, 12, 86–107.

Gadamer H-G. (2000). Verità e metodo. Milan: Bompiani.

Gadamer H-G. (2002). La responsabilità del pensare: Saggi ermeneutici. Milan: Vita e Pensiero.

Giaccardi C., & Magatti M. (2022). Supersocietà. Ha ancora senso scommettere sulla libertà? Bologna: Il Mulino.

Gude O. (2013). New School Art Styles: The Project of Art Education. Art Education, 66(1), 6–15. https://doi.org/10.1080/00043125.2013.11519203

Hall D.W. (2007). Paul Ricœur and the Poetic Imperative: The Creative Tension between Love and Justice. Albany: State University of New York Press.

Ibrahim Y.A. (2023). Moving from the Subject-Based Curriculum to the Skills-Based Curriculum in Abu Dhabi Schools: Does It Lead to Reform? A Theoretical Analysis & Case Study Paper in One of Abu Dhabi Private Schools. In K. Al Marri, F. Mir, S., David, & A. Aljuboori (edited by), BUiD Doctoral Research Conference 2022. Lecture Notes in Civil Engineering, 320. Cham: Springer.

https://doi.org/10.1007/978-3-031-27462-6_9

Iori V. (1998). Essere per l'educazione: Fondamenti di un'epistemologia pedagogica. Florence: La Nuova Italia.

James W. (1981). The principles of psychology. 2 vols. Cambridge: Harvard University Press.

Jervolino D. (2008). L’unità dell’opera di Ricœur: L’homme capable. In D. Iannotta (edited by). Paul Ricœur in dialogo: Etica, giustizia, convinzione (pp. 124–137). Cantalupa (TO): Effatà Editrice.

Latour B. (2022). Dove sono? Lezioni di filosofia per un pianeta che cambia. Turin: Einaudi.

Lorenzetti L.M. (2024). Perché educare l’interiorità: La prospettiva montessoriana. Rome: Armando.

MacDonald M.B. (2016). Critical Pedagogy of Aesthetics Education. In MacDonald, M.B. (edited by.) Remix and Life Hack in Hip Hop. Youth, Media and Culture Series. SensePublishers. https://doi.org/10.1007/978-94-6300-500-5_3

Màdera R. (2012). La carta del senso: Psicologia del profondo e vita filosofica. Milan: Raffaello Cortina Editore.

Malavasi P. (1998). L'impegno ontologico della pedagogia: In dialogo con Paul Ricoeur. Brescia: La Scuola.

Malavasi P. (2020). Insegnare l’umano. Pedagogia e formazione delle risorse umane. Milan: Vita e Pensiero.

Mancini R. (2007). Esistere nascendo: la filosofia maieutica di María Zambrano. Rome: Città aperta.

Maritain J. (1985). L’educazione della persona. Brescia: La Scuola.

Maritain J. (1993). I diritti dell’uomo e la legge naturale. Milan: Vita e Pensiero. (Original work published 1942).

Milella M. (2012). Relazionalità formative: Una lezione con un libro e un film. In A. Mariani (edited by), Venticinque saggi di pedagogia (pp. 109–121). Milan: FrancoAngeli.

Moody-Adams M. (2022). Making Space for Justice: Social Movements, Collective Imagination, and Political Hope. New York: Columbia University Press.

Montani P. (2014). Tecnologie della sensibilità. Estetica e immaginazione interattiva. Milan: Raffaello Cortina Editore.

Montani P. (2017). Tre forme di creatività: tecnica, arte, politica. Naples: Edizioni Cronopio.

Montani P. (2022). L’immaginazione intermediale: Perlustrare, rifigurare, testimoniare il mondo visibile. Milan: Meltemi.

Mortari L. (2002). Aver cura della vita della mente. Florence: La Nuova Italia.

Mortari L. (2008). A scuola di libertà: Formazione e pensiero autonomo. Milan: Raffaello Cortina Editore.

Mortari L. (2020). Educazione ecologica. Rome-Bari: Editori Laterza.

Mortari L., & Valbusa F. (2020). Cura e virtù: una filosofia dell’educazione all’etica. Studi Sulla Formazione/Open Journal of Education, 23(1), 301–318. https://doi.org/10.13128/ssf-10915

Mortari L. (2022). Sentire e pensare la natura. Alla ricerca di una nuova cultura ecologica. In M. Antonietti, F. Bertolino, M. Guerra & M. Schenetti (edited by). Educazione e natura Fondamenti, prospettive, possibilità (pp. 9–17). Milan: FrancoAngeli.

Nosari S. (2020). Fare educazione. Strutture, azioni, significati. Milan: Mondadori Università.

Nosari S., & Guarcello E. (2024). Quali skills per l'umano? Un contributo al dibattito non cognitivo/cognitivo. Milan: Mondadori Università.

Nussbaum M.C. (2006). Frontiers of Justice: Disability, Nationality, Species Membership. Cambridge: The Belknap Press of Harvard University Press.

Nussbaum M.C. (2016). Introduction: Aspiration and the Capabilities List. Journal of Human Development and Capabilities, 17(3), 301–308. https://doi.org/10.1080/19452829.2016.1200789

Oberweis S. & Schuster T. (2010). A meta-model based approach to the description of resources and skills. Proceedings of the Sixteenth Americas Conference on Information Systems, Lima, Peru, August 12-15. https://dblp.uni-trier.de/db/conf/amcis/amcis2010.html#Oberweis10

Pareyson L. (1985). Esistenza e persona. Genoa: Il Melangolo.

Pasqualetti F., & Sammarco V. (2024). Intelligenza Artificiale. In cerca di umanità. Rome: LAS.

Pellerey M. (2023). On competences, and in particular on personal competences often called soft skills: their role in the world of work. Form@re - Open Journal Per La Formazione in Rete, 23(1), 5–20. https://doi.org/10.36253/form-14185

Pérez-Ibáñez I. (2018). Dewey's Thought on Education and Social Change. The Journal of Thought, 52(3-4), 19–31. http://journalofthought.com/wpcontent/uploads/2018/12/07perezibanez.pdf

Protzko J. (2020). Kids These Days! Increasing delay of gratification ability over the past 50 years in children. Intelligence, 80, 101451. https://doi.org/10.1016/j.intell.2020.101451

Salis F., & Frigg R. (2019). Capturing the Scientific Imagination, in A. Levy & P. Godfrey-Smith (edited by), The Scientific Imagination. Oxford Academic. https://doi.org/10.1093/oso/9780190212308.003.0002

Shahani V. (2020). Personal Effectiveness Emotional Intelligence and Type of Organization as Antecedents of Leadership An Empirical Study [Doctoral dissertation, Shri Vaishnav Vidyapeeth Vishwavidyalaya University]. The Shodhganga@INFLIBNET Centre. http://hdl.handle.net/10603/330571

Shtulman A. (2023, December 18). Imagination is a skill we develop, not a trait we lose. Psichology Today. https://www.psychologytoday.com/us/blog/inconceivable/202312/imagination-is-a-skill-we-develop-not-a-trait-we-lose

Simondon G. (2014). Sulla tecno-estetica. E. Binda (edited by). Milan: Mimesis.

Ricœur P. (1993). Sé come un altro. Milan: Jaca Book. (Original work published 1990).

Ricœur P. (1994). Persona comunità e istituzioni. A. Danese (edited by). Florence: Edizioni Cultura Della Pace.

Roni R. (2008). Percezione, coscienza immaginativa ed emozione: Osservazioni su Sartre. IDEE, 68-69, 231–243.

Rossi B. (2002). Pedagogia degli affetti: Orizzonti culturali e percorsi formativi. Rome-Bari: Editori Laterza.

Spencer E., & Lucas B. (2021). Meta-Skills: Best practices in work-based learning: A literature review. University of Winchester.

https://winchester.elsevierpure.com/en/publications/meta-skills-best-practices-in-work-based-learning-a-literature-re

Tognonato C. (2006). Il corpo del sociale: Appunti per una sociologia esistenziale. Naples: Liguori.

Ubbiali M. (2021). Educare all’etica. In L. Mortari & M. Ubbiali (edited by), Educare a scuola: Teorie e pratiche per la scuola primaria (pp. 108–124). Milan: Pearson.

van Rijsbergen K., & de Rooij A. (2019). Art-Science Collaboration: The Role of Problematization and Artefact Use. In M. Verdicchio, M. Carvalhais, L. Ribas, & A. Rangel (edited by), Proceedings of the 7th Conference on Computation, Communication, Aesthetics & X (pp. 271–283)

http://www.alwinderooij.com/publications/Rijsbergen_deRooij_2019.pdf

Walker M. (2012). A capital or capabilities education narrative in a world of staggering inequalities? International Journal of Educational Development, 32(3), 384–393. https://doi.org/10.1016/j.ijedudev.2011.09.003

Wood, J. (2007). Design for micro-utopias: Making the unthinkable possible. London: Routledge.

Zajonc A. (2006). Love and Knowledge: Recovering the Heart of Learning Through Contemplation. Teachers College Record, 108(9), 1742–1759.

Zonca P. (2004). Progetto e persona. Percorsi di progettualità educativa. Turin: SEI.




DOI: https://doi.org/10.32043/gsd.v9i2.1390

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN printed: 2532-3296