The article presents the integrated model for research, training, innovation and development which, since 2009, has been studied and implemented at the Artigianelli Institute of Trento, in collaboration with the Cognitive Sciences Department of the University of Trento. Born to support the curriculum of children suffering from pervasive developmental disorders, the model has evolved and has become extremely effective to develop the cognitive, emotional and relationship capability of all the students, as well as to support companies in the innovation development. The model is based on systemic and constructivist theories, on the theory of complexity and in a relational reading of reality. It is a valid alternative to overcome the deterministic, linear and reductionist approach on which the current Italian school system is based. Through a deep review of the anthropological basis on which the training systems are based and through a redefinition of pedagogical and didactic approaches, it proposes a new training model capable of responding to the challenges - formative, epistemic, economic, sociopolitical - of our present. The school is designed as a network of relationships. The result is a new idea of "school" based on the concept of "ecosystem", which overcomes the dualisms between knowledge and action, training and innovation, school and company. The model integrates these different elements into a single perspective. The Istituto Artigianelli, which in 2009 was a secondary school in the graphic arts, is today a complex ecosystem composed of a secondary school, a high vocational training school, an university course, a laboratory where students, researchers and professionals carry out product and process innovation projects for companies, a 2d and 3d graphics laboratory managed by a cartoon international company, a laboratory that studies the artificial intelligence application for the graphic art. Systematic research in pedagogy for children with Special Needs and at risk of dropping out of school is carried out with the University. The ecosystem supports the bith of new companies by hosting them for a few years and helping them to increase their business involving them in the ecosystem’s projects. The didactic approach overcomes the traditional setting based on the subjects and on the division of students into homogeneous classes. The students can learn in all the realities of the ecosystem who interact with each other, adopting a training approach based on solving real problems. The development of a structured methodology for solving problems that synthesized the most innovative approaches in the field of design has made it possible to build a problem-solving teaching method taught to children from the early years of high school. The "courses" can be organized in all the realities of the ecosystem and can be attended by children from different backgrounds and different years. So it is possible to create, for each student, a custom curriculum that promotes the personal interests and that develops the individual skills.

The Art Ecosystem: An Integrated Model For Sustainable And Inclusive Learning And To Promote Innovation / Faitini, Tiziana; Gadotti, Erik. - ELETTRONICO. - (2021), pp. 401-401. ((Intervento presentato al convegno 2nd International Conference of the journal “Scuola Democratica” tenutosi a online nel 2-5.06.2021.

The Art Ecosystem: An Integrated Model For Sustainable And Inclusive Learning And To Promote Innovation

Faitini, Tiziana;Gadotti, Erik
2021-01-01

Abstract

The article presents the integrated model for research, training, innovation and development which, since 2009, has been studied and implemented at the Artigianelli Institute of Trento, in collaboration with the Cognitive Sciences Department of the University of Trento. Born to support the curriculum of children suffering from pervasive developmental disorders, the model has evolved and has become extremely effective to develop the cognitive, emotional and relationship capability of all the students, as well as to support companies in the innovation development. The model is based on systemic and constructivist theories, on the theory of complexity and in a relational reading of reality. It is a valid alternative to overcome the deterministic, linear and reductionist approach on which the current Italian school system is based. Through a deep review of the anthropological basis on which the training systems are based and through a redefinition of pedagogical and didactic approaches, it proposes a new training model capable of responding to the challenges - formative, epistemic, economic, sociopolitical - of our present. The school is designed as a network of relationships. The result is a new idea of "school" based on the concept of "ecosystem", which overcomes the dualisms between knowledge and action, training and innovation, school and company. The model integrates these different elements into a single perspective. The Istituto Artigianelli, which in 2009 was a secondary school in the graphic arts, is today a complex ecosystem composed of a secondary school, a high vocational training school, an university course, a laboratory where students, researchers and professionals carry out product and process innovation projects for companies, a 2d and 3d graphics laboratory managed by a cartoon international company, a laboratory that studies the artificial intelligence application for the graphic art. Systematic research in pedagogy for children with Special Needs and at risk of dropping out of school is carried out with the University. The ecosystem supports the bith of new companies by hosting them for a few years and helping them to increase their business involving them in the ecosystem’s projects. The didactic approach overcomes the traditional setting based on the subjects and on the division of students into homogeneous classes. The students can learn in all the realities of the ecosystem who interact with each other, adopting a training approach based on solving real problems. The development of a structured methodology for solving problems that synthesized the most innovative approaches in the field of design has made it possible to build a problem-solving teaching method taught to children from the early years of high school. The "courses" can be organized in all the realities of the ecosystem and can be attended by children from different backgrounds and different years. So it is possible to create, for each student, a custom curriculum that promotes the personal interests and that develops the individual skills.
Book of Abstracts: 2nd International Conference of the journal "Scuola Democratica": Reinventing Education: 2-5 June 2021
Roma
Associazione "per Scuola Democratica"
9788894488845
The Art Ecosystem: An Integrated Model For Sustainable And Inclusive Learning And To Promote Innovation / Faitini, Tiziana; Gadotti, Erik. - ELETTRONICO. - (2021), pp. 401-401. ((Intervento presentato al convegno 2nd International Conference of the journal “Scuola Democratica” tenutosi a online nel 2-5.06.2021.
Faitini, Tiziana; Gadotti, Erik
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