This chapter analyzes aspects of the information and communication society, which affirm the power of knowledge in the continuous recognition and reinterpretation of signs. Deviant aspects of technology use related to cognitive capitalism and consumer needs that are expressed in knowledge are addressed and new forms of educational emergencies are outlined. The flipped inclusion model is based on epistemological constructs, which characterize the cross-media society and on the value of the circular economy, understood as self-regenerative, through investments in circular education as a permanent re-education process. The research, carried out in Italy, proposes an existential design model, focused on the perspectives of a permanent and inclusive system of learning. The aim of the research was to highlight how a trans-educational pedagogical-didactic model formed personalities with a plural-prosocial identity and favored the processes of co-management and the co-construction of inclusive contexts.

Flipped Inclusion Between Educational Emergencies and Transformative Socio-Semiotic Didactics" In J. Delello (a cura di) Disruptive and Emerging Technology Trends Across Education and the Workplace.

De Giuseppe Tonia
Writing – Original Draft Preparation
;
Corona Felice
Writing – Review & Editing
2020

Abstract

This chapter analyzes aspects of the information and communication society, which affirm the power of knowledge in the continuous recognition and reinterpretation of signs. Deviant aspects of technology use related to cognitive capitalism and consumer needs that are expressed in knowledge are addressed and new forms of educational emergencies are outlined. The flipped inclusion model is based on epistemological constructs, which characterize the cross-media society and on the value of the circular economy, understood as self-regenerative, through investments in circular education as a permanent re-education process. The research, carried out in Italy, proposes an existential design model, focused on the perspectives of a permanent and inclusive system of learning. The aim of the research was to highlight how a trans-educational pedagogical-didactic model formed personalities with a plural-prosocial identity and favored the processes of co-management and the co-construction of inclusive contexts.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11386/4735974
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