From ex-ducational training to post-globalization inclusion
DOI:
https://doi.org/10.6093/2284-0184/6621Keywords:
ethics, education, school, inclusion, legislationAbstract
In the present article progress and contradictions of the scholastic legislation in the pedagogical field are examined with hermeneutic clarity. The vexed question of inclusion is analyzed within a semantic frame of historical and philosophical inspiration and through the paradigmatic interpretative tools of suspicion and epistemological demystification, as evident from the macro-thematic areas, which proceed from a comprehensive look at ethical nature of human education (understood in the Eraclite-Heideggerian sense), finally reaching an accurate pedagogical-legislative phylogenesis of special educational need in the socio-cultural and scholastic purview.
Downloads
Download data is not yet available.
Downloads
Published
2020-01-21
Issue
Section
Brain Education Cognition
License
Authors who publish in this journal agree to the following:
- Authors retain the rights to their work and give in to the journal the right of first publication of the work simultaneously licensed under a Creative Commons License - Attribution that allows others to share the work indicating the authorship and the initial publication in this journal.
- Authors can adhere to other agreements of non-exclusive license for the distribution of the published version of the work (ex. To deposit it in an institutional repository or to publish it in a monography), provided to indicate that the document was first published in this journal.
- Authors can distribute their work online (ex. In institutional repositories or in their website) prior to and during the submission process, as it can lead to productive exchanges and it can increase the quotations of the published work (See The Effect of Open Access).
