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violence

Nell’affrontare il tema della violenza sull’infanzia non possiamo non partire da un ‘ analisi sia pure sommaria delle radici di un simile fenomeno.
E’ innanzi tutto da rilevare che la violenza sull’infanzia non è un fenomeno del tutto autonomo dal più generale fenomeno della violenza di cui è imbevuta la societ
E questo non solo o non tanto perché chi subisce quotidianamente violenza tende ineluttabilmente a scaricare le proprie frustrazioni sui soggetti più deboli, quanto perché sono identiche le cause culturali di ogni forma di violenza. Si often discover the political, sociological and psychological aggression generating almost human, but little is analyzing cultural factors that fuel or at least do not contradict the 'explosion of the thousands of violence that make our lives difficult and bitter-yet to be formally while spreading the' ideology of "non vilenza and pacifism does not care that Altuna contemporaneamante divendneo hegemonic cultures that are essentially should understand that the relationship between uomni are violent.

Culture of human diversity that is fully man only if you have power, by force if it is actively introduced into the production process if it is homologous to the stereotype of efficient men touted by the media culture of negativity
that there was no identity of man's life does not make sense not 'learned from a past nor a future to build it' s just a present to be exploited to obtain the maximum of pleasure skin that everyone can capture
Culture of catastrophe that denies the story progress and ridicule each other daily commitment and effort in the works and days of man. The social life is just sad need more rampant individualism must prevail at all costs and travel companions are just objects to use and exploit.
Culture omnipotence staff because everything is due to himself and not to any other limit is arbitrary and "castrating" because "I'm on top of the essence I do what I want the Hell is other people" (Sartre)
Culture dell'infantilizzazione based on emotion rather than rationality on the aggregation group as a tool rather than looking for a secured personal growth on the possession of many things rather than on mutual exchange for mutual most complete human growth on an obscure desire of annihilation rather than the determination to build yourself and the world in which we are called to live. What


you can do to reduce violence?
The problem is not so much to increase the services specialists and make them more sophisticated (although it is still essential to their better organization and efficiency) because the happiest country is not what it multiplies professionals pathology me what it better can do without having created a social fabric that can be prevented through a real understanding of their functions is to give the adults through a network of human solidarity he will help to identify the needs of people and give them immediate answers

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us in time

us in time: to give meaning to life.

Our relationship with the world through the senses: sight, hearing, touch, taste, smell and through a "sixth sense" is often ignored or at least underestimated. The sixth sense is not what is traditionally presented as the ill-defined ability to "catch" from the external signs to prefigure what is to happen, but it is the essential and very real ability to "hear yourself" and identify the location of their individual bodies in space and to recognize their relationships (proprioceptive sense). Yet there
dimension of fundamental importance that rule our lives but that does not head specifically to any organ of sense, although crucial to our survival: the temporal dimension.
Along with mass and distance, time is crucial to define any aspect of the Universe is taken into account. Over time, more than any other dimension, gives the events a specific identity and makes them completely unique. The causal relationships and transformations can be conceived only by reference to their temporal dimensions. The quality of the time accompanies the contents of all human experiences as man exists in time and evolves with it. A child learns enough

easy to recognize and identify the most natural divisions of time and know whether it is day or night, summer or winter. It reaches, however, only gradually and through an effort brokered by an adult cognitive capacity to go beyond the "here" and "now", projecting himself into situations that are not perceptually present. An appropriate time orientation is based on relational thinking and is essential for the acquisition of cognitive skills such as object permanence and primary relationships of cause and effect, the middle / end.
Inadequate learning experience mediated solely the result of direct exposure to stimuli, so without the support a broker, may result in un'indistinta and confused perception of quality and time intervals, an understanding of reality episodic with no attempt to project reports to identify links and connections, an imprecise use of concepts of time and a limited awareness of the significance time in its different aspects. It will be an attitude characterized by lack of need to compare, add, organize, sort sequences, in other words the shortcomings will focus on everything that depends on a deliberate act. Both need the ability to use temporal concepts are the result of adequate educational work of the mediator. This leads us to emphasize the importance of transmission of the past and planning for the future. What we would know the distant past if there was not transmitted by a broker? How could foreshadow the future without the support of external elements? Traditions and culture connect us and our time to a past personal and / or collectively, which can be up to us only through mediated learning experience and give meaning to life as a link in a chain in which the present moment is part of a time continuum made up of past-present-future.
reconstruction of the past and predicting the future is only the result of mediation
assigning specific times to the appearance / disappearance of certain stimuli, the meaning of the time factor sarà accentuato: esso aiuta a stabilire implicitamente concetti di distanze temporali, ordini temporali ed azione.
L’aver rilevato l’importanza degli aspetti culturali per l’instaurarsi di un elemento essenziale alla crescita cognitiva quale il concetto temporale ci porta a formulare un interrogativo specifico:
quali sono i meccanismi con cui il patrimonio genetico, le condizioni organiche, la stimolazione ambientale influiscono sulla capacità dell’individuo di usare il pensiero astratto e/o riflessivo? Il fatto di trovare una grande varietà di risultati tra popolazioni diverse, nonostante la relativa uniformità dei fattori eziologici, rende, secondo Feuerstein, evidente che l’Esperienza di Apprendimento Mediated is the foundation upon which we build cognitive structures. This is certainly in early infancy, but significant changes are possible even later. Through the mediation
operating systems are established that determine new ways to interact with the sensory world, very different from those derived from direct experience of the world.
The Bible tells us that the first day light was created, but the sun and the moon are created at a later time. The Bible does not say anything by accident, this apparent contradiction, according to the Masters, has its own function.
In the biblical description of creation of the solar system not only provides adequate light to be alive, but allows man di scandire il tempo e di usarlo per il suo orientamento. Nella tradizione biblica non solo si presta attenzione al ritmo della vita associandolo a funzioni biologiche e naturali, ma si promuove la consapevolezza del ruolo fondamentale che il tempo ha per l’Universo introducendo fattori che nel Tempo espletano funzioni sacre, sociali e politiche.
Dato che le azioni sono organizzate attorno a segmenti temporali, la suddivisione della giornata in “porzioni” riconoscibili e prevedibili diviene una nozione implicita anche a livello pre-verbale. Il bambino piccolo che riesce ad individuare delle regole costanti nel succedersi degli avvenimenti, comincerà a costruire dentro di sé un proprio schema di riferimento anche se non è ancora in grado talk about it. With the verbal interaction, the ability to master the concepts of time extends progressively involving an increasingly wide range of abstraction. In a world organized and, to some extent, so do not predictable anxiety, novelty el'imprevisto are tolerated better, not to say welcome and appreciated, to delay gratification is an achievable goal.

temporal concept
Time is an abstract element that requires thought and representative relationships. E 'characterized by the need to sort, collate, put in sequence. This is initially produced by a volitional act by the individual.
(Feuerstein)
Capacity

A good understanding of concepts of time leads to:
- Understanding the sequence and the order in which events follow each other.
- Understand how the time units are organized and structured (minutes, hours, days ...)
- Use a spontaneous comparative behavior that allows a comparison between their concepts related to the time factor to achieve a full understanding of the facts.
- Understand how the past influences the present and how present actions will have consequences in the future.
- Use past experience or the ability to anticipate future events in order to organize time effectively and control their behavior.
crisis
Carenza di concetti temporali può portare alcune dei seguenti problemi:
- Percepire gli avvenimenti senza riuscire a collegarli al contesto in cui si verificano.
- Non essere in grado di rispettare i tempi prestabiliti.
- Non saper pianificare o comprendere un orario.
- Non rendersi conto del risultato delle azioni o degli eventi e manifestare, di conseguenza, comportamenti problematici.
- Aspettare un’immediata ricompensa per le proprie azioni, non essendo in grado di posporre la gratificazione.
- Non rendersi conto che risultati negative possono essere conseguenza .di cause remote nel tempo.
- Non riuscire ad essere sistematici nell’esplorazione dell’ambiente quando si è alla ricerca something.
strategies to correct a deficiency in the use of concepts of the meaning
time
Mediation The mediator helps the children become aware of "time" as an abstract concept and as a concrete reality.
- promotes activities that allow you to use words related to time (before / after, early / late) stress, when necessary, their relativity.
- Helps kids discover the value of order and sequence the information received (eg, using diagrams and tables to organize activities).
Mediation of behavioral control
The teacher provides examples of events in the lives of children related by chains of cause and effect.
- discusses the relationship of cause and effect in order to show that every action carries with it consequences.
- encourages you to plan activities and to deal with the objectives of providing clear time limits.
- encouraged to tackle problems in a systematic manner by providing that each step is preparatory to the next, and based on the previous one. Mediation of Transcendence

The teacher promotes discussions centered on this time in relation to subjective experience: "What do you mean by saying:
- Door as a topic of conversation in situations where time is viewed differently according to culture membership, the professional involvement or objective situations (the time for an artist or the driver of an ambulance).
- Describes a number of devices or strategies to measure time.
- Identify different methods of evaluation of time (cyclical, linear).
- Includes activities that will make people think about growth and changes derived from the passage of time.