EXPERIMENTAL PEDAGOGICAL PATH TO STIMULATE TRAINING IN YOUNG PEOPLE IN CONDITIONS OF SOCIAL DISCOMFORT

Davide Di Palma

Abstract


Situations of youth discomfort represent a constant threat to the formative development of future adult generations and, for this reason, pose an important challenge to the entire pedagogical community. This research work intends to propose an innovative and structured training program for these young people, in order to stimulate the construction, or re-construction, of some fundamental educational values that are essential for a comprehensive and proper growth of the individual in society. The innovative didactic activities will be based on the Outdoor Training approach and will also make use of the motor and sport dimension, which has always been an essential key for an effective educational development for everyone, especially for young people.

Keywords


Experimental Pedagogical Path, Outdoor Training, Learning by Doing, Educational Values, Disadvantaged Young People.

Full Text:

PDF (Italiano)

References


Agostini, F., Minelli, M., & Mandolesi, R. (2018). Outdoor education in Italian kindergartens: How teachers perceive child developmental trajectories. Frontiers in psychology, 9, 1911.

Asfeldt, M., Purc-Stephenson, R., Rawleigh, M., & Thackeray, S. (2020). Outdoor education in Canada: a qualitative investigation. Journal of Adventure Education and Outdoor Learning, 1-13.

Braun, T., & Dierkes, P. (2017). Connecting students to nature–how intensity of nature experience and student age influence the success of outdoor education programs. Environmental Education Research, 23(7), 937-949.

Bunting, C. J. (1989). The compatibility of physical education and outdoor education. Journal of Physical Education, Recreation & Dance, 60(2), 35-39.

Cooper, G. (1996). The role of outdoor education in education for the 21st century. Journal of Outdoor and Environmental Education, 1(3), 10-14.

Di Stefano, G., Gino, F., Pisano, G. P., Staats, B., & Di-Stefano, G. (2014). Learning by thinking: How reflection aids performance. Boston, MA: Harvard Business School.

Donaldson, G. W., & Donaldson, L. E. (1958). Outdoor education a definition. Journal of Health, Physical Education, Recreation, 29(5), 17-63.

Eigenschenk, B., Thomann, A., McClure, M., Davies, L., Gregory, M., Dettweiler, U., & Inglés, E. (2019). Benefits of outdoor sports for society. A systematic literature review and reflections on evidence. International journal of environmental research and public health, 16(6), 937.

Finn, K. E., Yan, Z., & McInnis, K. J. (2018). Promoting physical activity and science learning in an outdoor education program. Journal of Physical Education, Recreation & Dance, 89(1), 35-39.

Ford, P. (1986). Outdoor Education: Definition and Philosophy.

Furlong, A., & Cartmel, F. (2006). Young people and social change. McGraw-Hill Education (UK).

Gilbertson, K., Bates, T., Ewert, A., & McLaughlin, T. (2006). Outdoor education: Methods and strategies. Human Kinetics.

Ingrassia, G., & Marino, I. (2019). Stili educativi familiari disfunzionali e disagio psicosociale negli adolescenti. Prospettive per avviare un processo di “empowerment” nella scuola per combattere il bullismo e il cyberbullismo. COMUNIT IMPERFET, 251.

James, J. K., & Williams, T. (2017). School-based experiential outdoor education: A neglected necessity. Journal of Experiential Education, 40(1), 58-71.

Liston, D. P., & Garrison, J. W. (Eds.). (2004). Teaching, learning, and loving: Reclaiming passion in educational practice. Routledge.

Lombrozo, T. (2019). “Learning by thinking” in science and in everyday life. The scientific imagination, 230.

Mascaro, E. (2019). Stand by me. Antropologia per adolescenti. Un metodo didattico-educativo per gli appelli esistenziali di adolescenti e insegnanti. Mizar. Costellazione di pensieri, 2019(10), 44-65.

Maulini, C., Migliorati, M., & Isidori, E. (2017). Sport e inclusione sociale Tra competenze pedagogiche e lavoro di rete Sport and social inclusion Between pedagogical competencies and networking. Rivista Italiana di Pedagogia dello Sport, 2, 33-47.

Nyberg, L., Eriksson, J., Larsson, A., & Marklund, P. (2006). Learning by doing versus learning by thinking: an fMRI study of motor and mental training. Neuropsychologia, 44(5), 711-717.

O’Connor, D. (2017). Loving Learning: The Value of Play Within Contemporary Primary School Pedagogy. In Multidisciplinary Perspectives on Play from Birth and Beyond (pp. 93-107). Springer, Singapore.

Roberts, J. W. (2018). Re-placing outdoor education: diversity, inclusion, and the microadventures of the everyday. Journal of Outdoor Recreation, Education, and Leadership, 10(1).

Semetsky, I. (2012). Living, learning, loving: Constructing a new ethics of integration in education. Discourse: Studies in the Cultural Politics of Education, 33(1), 47-59.

Simone, M. G. (2020). Il disagio sociale infantile e la comunità educativa di accoglienza. Strategie educative di promozione del benessere. ITALIAN JOURNAL OF SPECIAL EDUCATION FOR INCLUSION, 8(1), 603-612.

Sternberg, R. J., & Zhang, L. F. (Eds.). (2014). Perspectives on thinking, learning, and cognitive styles. Routledge.

Wattchow, B., & Brown, M. (2011). A pedagogy of place: Outdoor education for a changing world. Monash University Publishing.




DOI: https://doi.org/10.32043/gsd.v5i2.348

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva

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: 2532-3296