The flipped inclusion is an educational-training model of democratic existential design inclusive-prosocial, which originates from socio-psycho-anthropological reflections and analyzes on relationality in cybersociety. A multi-method and multidisciplinary socio-psycho-educational didactic approach is followed, which through integrated dichotomous, design and evaluation, top down and bottom up, pursues the mission of ecological-systemic complementarity. The model, that transposes Nicolescu's axioms for the formation of planetary consciousnesses capable of operating interdisciplinary connections, is applied by simplexity steps [12], organized by increasing complexity through the breakdown and resolution of problems, located by gradual levels of cooperation and on formal, non-formal and informal context. The research on the flipped inclusion model carried out at the University of Salerno (Italy) since 2014 has been organized by levels: systemic macro (interinstitutional), systemic meso (university school); microsystemic level (academic context, class context). The data that emerge from the qualitative and quantitative analysis and from a meta-analysis confirm the validity of the model.
The multidimensionality of the flipped inclusion model between transdisciplinary educational transpositions and interdisciplinary educational paths
De Giuseppe T.
Writing – Original Draft Preparation
;Ianniello A.
Writing – Review & Editing
;Corona F.
Supervision
2020-01-01
Abstract
The flipped inclusion is an educational-training model of democratic existential design inclusive-prosocial, which originates from socio-psycho-anthropological reflections and analyzes on relationality in cybersociety. A multi-method and multidisciplinary socio-psycho-educational didactic approach is followed, which through integrated dichotomous, design and evaluation, top down and bottom up, pursues the mission of ecological-systemic complementarity. The model, that transposes Nicolescu's axioms for the formation of planetary consciousnesses capable of operating interdisciplinary connections, is applied by simplexity steps [12], organized by increasing complexity through the breakdown and resolution of problems, located by gradual levels of cooperation and on formal, non-formal and informal context. The research on the flipped inclusion model carried out at the University of Salerno (Italy) since 2014 has been organized by levels: systemic macro (interinstitutional), systemic meso (university school); microsystemic level (academic context, class context). The data that emerge from the qualitative and quantitative analysis and from a meta-analysis confirm the validity of the model.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
