Dieci paradosse degli Accademici Intronati: una testimonianza delle capacità intellettuali delle donne
Resumen
Il contributo si propone di esibire un libro semi-sconosciuto, intitolato Dieci paradosse degli Academici Intronati da Siena, edito a Milano nel 1564, ediz. Giovanni Antonio degli Antonii. I temi dei paradossi si devono, evidentemente, mettere in relazione con una trattatistica fra le piu diffuse della letteratura rinascimentale in cui il trattatista espone le tesi in trattati dialogici secondo lo schema classico e rinascimentale. Socrate invitava i discepoli a dire cose serie (??????) scherzando (???????) o giocando con parole serie. L’idea fu ripresa nel Rinascimento e così i dotti teorizzarono il serio ludere o il paradosso. Nel libro Dieci paradosse degli Academici Intronati da Siena venti dotti membri dell’Accademia degli Intronati seguirono l’idea e la tecnica del paradosso per sostenere dieci temi di discussione contro l’opinione comune e perché volevano mettere in evidenza l’importanza della donna per l’Accademia e il concetto di virtù come portatore di uguaglianza tra uomo e donna. Nel testo viene difesa l’uguaglianza di genere e riconosciuta la capacità intellettuale femminile, dato che ci sono donne che avanzano «per l’altezza dello ingegno loro».
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Alder, H. (2002). CQ: Boost your creative intelligence: Powerful ways to improve your creativity quotient. London: Kogan Page Business Books.
Baranov, S. N. (2017). Fiziologicheskiye osnovy myslitel’noy deyatel’nosti [Physiological basis of thinking activity]. Interactive Science, 7(17), 33–35. https://doi.org/10.21661/r-462726
Berman, N. D. (2018). Vizualizatsiya kak effektivnyy instrument obucheniya [Visualization as an effective learning tool]. Postulate, 4. Retrieved from http://www.e-postulat.ru/index.php/Postulat/article/view/1387
Bespal’ko V. P. (2008). Prirodosoobraznaya pedagogika [Nature-based pedagogy]. Moscow: Narodnoye obrazovaniye.
Bobek, E., & Tversky, B. (2016). Creating visual explanations improves learning. Cognitive Research: Principles and Implications, 1(1), 27. https://doi.org/10.1186/s41235-016-0031-6
Brandenburger, J., Constapel, M., Hellbrück, H., & Janneck, M. (2020). Analysis of types, positioning and appearance of visualizations in online teaching environments to improve learning experiences. In W. Karwowski, T. Ahram, & S. Nazir (Eds.), Advances in Human Factors in Training, Education, and Learning Sciences (Vol. 963, pp. 355–366). https://doi.org/10.1007/978-3-030-20135-7_35
Bufasi, E., & Lakrad, K. (2019). Improving teaching techniques using Visual Python: A case study in physics laboratories. International Journal of Scientific and Technology Research, 8(12), 161–163. https://doi.org/10.1109/5992.877397
Bulgakova, O. S., & Burkova, S. A. (2016). Aktivnyy metod vizualizatsii I strukturirovaniya informatsii V pedagogike vysshey shkoly kak element psikhofiziologicheskoy zashchity [Active method of visualization and structuring of information in pedagogy of higher education as an element of psychophysiological protection]. Modern High Technology, 1(1), 69–73. Retrieved from http://www.top-technologies.ru/ru/article/view?id=35494
Buzan, T. (2002). How to mind map: The thinking tool that will change your life. London: Thorsons.
Clinton, V., & Walkington, C. (2019). Interest-enhancing approaches to mathematics curriculum design: Illustrations and personalization. The Journal of Educational Research, 112(4), 495–511. https://doi.org/10.1080/00220671.2019.1568958
Fadiran, O. A., van Biljon, J., & Schoeman, M. A. (2018). How can visualisation principles be used to support knowledge transfer in teaching and learning? 2018 Conference on Information Communications Technology and Society (ICTAS), 1–6. https://doi.org/10.1109/ICTAS.2018.8368739
Freina, L., & Bottino, R. (2016). A visual thinking skills training in support of STEM education. In T. M. Connolly & L. Boyle, (Eds.), Proceedings of the European Conference of Games-Based Learning (pp. 224–231). Red Hook, NY: Curran Associates, Inc.
Gidelevskiy, A. V. (2010). Prostoy metod otsenki trudnosti uchebnykh testovykh zadaniy [A simple method for assessing the difficulty of educational test tasks]. Integration of Education, 4(4), 20–24.
Grebenyuk, O. S., & Grebenyuk, T. B. (2000). Osnovy pedagogiki individual’nosti [Fundamentals of pedagogy of personality]. Kaliningrad: Kaliningrad State University.
Gurevich, K. M., & Akimova, M. K. (1987). Shkol’nyy test umstvennogo razvitiya (ShTUR) [The school test of mental development (STMD): Guidelines for working with the test]. Moscow: The USSR Academy of Pedagogical Sciences.
Hung, J.-Y., Chang, H.-Y., & Hung, J.-F. (2019). An experienced science teacher’s metavisualization in the case of the complex system of carbon cycling. Research in Science Education. https://doi.org/10.1007/s11165-018-9804-x
Khotimah, S. N., Suwandi, G. R. F., Handayani, N., Pratama, S. H., Putri, S. S. M. I., Haryanto, F., & Arif, I. (2019). Characterization of the changes in electroencephalogram power spectra due to sound stimulation. Journal of Physics: Conference Series, 1248, 012022. https://doi.org/10.1088/1742-6596/1248/1/012022
Lucas, L. L., & Lewis, E. B. (2019). High school students’ use of representations in physics problem solving. School Science and Mathematics, 119(6), 327–339. https://doi.org/10.1111/ssm.12357
Miller, A. L. (2019). Zadaniya na razvitiye rechi kak sposob aktivizatsii poznavatel’noy deyatel’nosti uchashchikhsya na urokakh geografii [Tasks for the development of speech as a way of enhancing the cognitive activity of students in geography lessons]. Symbol of Science, 9(9), 82–86. Retrieved from https://cyberleninka.ru/article/n/zadaniya-na-razvitie-rechi-kak-sposob-aktivizatsii-poznavatelnoy-deyatelnosti-uchaschihsya-na-urokah-geografii
Oliveira, A. W., & Cook, K. (2017). Student visual communication of evolution. Research in Science Education, 47(3), 519–538. https://doi.org/10.1007/s11165-016-9515-0
Ostarek, M., & Huettig, F. (2017). A task-dependent causal role for low-level visual processes in spoken word comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43(8), 1215–1224. https://doi.org/10.1037/xlm0000375
Padilla, L. M. K., Castro, S. C., Quinan, P. S., Ruginski, I. T., & Creem-Regehr, S. H. (2020). Toward objective evaluation of working memory in visualizations: A case study using pupillometry and a dual-task paradigm. IEEE Transactions on Visualization and Computer Graphics, 26(1), 332–342. https://doi.org/10.1109/TVCG.2019.2934286
Prayito, M., Suryadi, D., & Mulyana, E. (2019). Junior high school geometry visualization activity. Journal of Physics: Conference Series, 1179, 012049. https://doi.org/10.1088/1742-6596/1179/1/012049
Transactions on Learning Technologies, 10(3), 290–305. https://doi.org/10.1109/TLT.2016.2623303
Ruzhitskaya, L., Baldridge, S., & Montfrooij, W. (2017). Visual explanations behind important equations in astronomy. European Journal of Physics, 38(2), 025604. https://doi.org/10.1088/1361-6404/aa58a1
Shamir, M., Kocherovsky, M., & Chung, C. (2019). A paradigm for teaching math and computer science concepts in K-12 learning environment by integrating coding, animation, dance, music and art. 2019 IEEE Integrated STEM Education Conference (ISEC), 62–68. https://doi.org/10.1109/ISECon.2019.8882015
Shreiner, T. L. (2019). Students׳ use of data visualizations in historical reasoning: A think-aloud investigation with elementary, middle, and high school students. The Journal of Social Studies Research, 43(4), 389–404. https://doi.org/10.1016/j.jssr.2018.11.001
Smirnov, A. A. (1987). Izbrannyye psikhologicheskiye trudy. Tom 2: [Selected psychological works. Volume 2]. Moscow: Pedagogika.
Smolova, L. V. (2019). Systematic thinking as a factor in implementing sustainable development. In W. Leal Filho & A. Consorte McCrea (Eds.), Sustainability and the Humanities (pp. 443–454). https://doi.org/10.1007/978-3-319-95336-6_25
Sorapure, M. (2019). Text, image, data, interaction: Understanding information visualization. Computers and Composition, 54, 102519. https://doi.org/10.1016/j.compcom.2019.102519
Sriutai, M., Boonlue, S., Neanchaleay, J., & Murphy, E. (2018). Using pictorial maps to scaffold problem solving in primary-grade arithmetic. International Journal of Innovation in Science and Mathematics Education (Formerly CAL-Laborate International), 26(5), 49–65. Retrieved from https://openjournals.library.sydney.edu.au/index.php/CAL/article/view/12625
Stoyanova, V., & Georgieva, P. (2018). Early science education through thinking cards. Chemistry: Bulgarian Journal of Science Education, 27(3), 365–375. Retrieved from https://www.ceeol.com/search/article-detail?id=674920
Suzuki, W., & Fitzpatrick, B. (2015). Healthy brain, happy life: A personal program to activate your brain and do everything better. New York, NY: Dey Street Books.
Szirony, G. M., Burgin, J. S., & Pearson, C. L. (2008). Hemispheric laterality in music and math. Learning Inquiry, 2(3), 169–180. https://doi.org/10.1007/s11519-008-0034-4
Urban, M., Murauyova, H., & Gadzaova, S. (2017). Didactic principles of visualization of mathematical concepts in primary education. Pedagogika, 127(3), 70–86. https://doi.org/10.15823/p.2017.40
Vaitulevich, S. F., Petropavlovskaya, E. A., Shestopalova, L. B., & Nikitin, N. I. (2019). Functional interhemispheric asymmetry of human brain and audition. Human Physiology, 45(2), 202–212. https://doi.org/10.1134/S0362119719020129
Vaulina, N. M. (2015). Razvitiye obucheniya cherez metodologiyu situatsiy umstvennoy deyatel’nosti: Posobiye dlya uchiteley [Developing learning through the methodology of situations of mental activity: A manual for teachers]. Rudny: IP Gutsalo.
Vaulina, N. M., & Vaulina, F. N. (2014). Metodika situatsiy myslitel’noy aktivnosti [Methodology of situations of mental activity]. European Social Science Journal, 7(46), 9–16.
Yan, Z., Liqun, Y., & Lei, W. (2011). A research for the classification of knowledge visualization. 2011 International Conference on Electrical and Control Engineering, 6235–6238. https://doi.org/10.1109/ICECENG.2011.6056928
Yeo, J., Lim, E., Tan, K. C. D., & Ong, Y. S. (2020). The efficacy of an image-to-writing approach to learning abstract scientific concepts: Temperature and heat. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-019-10026-z
Yusoff, Z., Katmon, S. A., Ahmad, M. N., & Miswan, S. H. M. (2013). Visual representation: Enhancing students’ learning engagement through knowledge visualization. 2013 International Conference on Informatics and Creative Multimedia, 242–247. https://doi.org/10.1109/ICICM.2013.48
Baranov, S. N. (2017). Fiziologicheskiye osnovy myslitel’noy deyatel’nosti [Physiological basis of thinking activity]. Interactive Science, 7(17), 33–35. https://doi.org/10.21661/r-462726
Berman, N. D. (2018). Vizualizatsiya kak effektivnyy instrument obucheniya [Visualization as an effective learning tool]. Postulate, 4. Retrieved from http://www.e-postulat.ru/index.php/Postulat/article/view/1387
Bespal’ko V. P. (2008). Prirodosoobraznaya pedagogika [Nature-based pedagogy]. Moscow: Narodnoye obrazovaniye.
Bobek, E., & Tversky, B. (2016). Creating visual explanations improves learning. Cognitive Research: Principles and Implications, 1(1), 27. https://doi.org/10.1186/s41235-016-0031-6
Brandenburger, J., Constapel, M., Hellbrück, H., & Janneck, M. (2020). Analysis of types, positioning and appearance of visualizations in online teaching environments to improve learning experiences. In W. Karwowski, T. Ahram, & S. Nazir (Eds.), Advances in Human Factors in Training, Education, and Learning Sciences (Vol. 963, pp. 355–366). https://doi.org/10.1007/978-3-030-20135-7_35
Bufasi, E., & Lakrad, K. (2019). Improving teaching techniques using Visual Python: A case study in physics laboratories. International Journal of Scientific and Technology Research, 8(12), 161–163. https://doi.org/10.1109/5992.877397
Bulgakova, O. S., & Burkova, S. A. (2016). Aktivnyy metod vizualizatsii I strukturirovaniya informatsii V pedagogike vysshey shkoly kak element psikhofiziologicheskoy zashchity [Active method of visualization and structuring of information in pedagogy of higher education as an element of psychophysiological protection]. Modern High Technology, 1(1), 69–73. Retrieved from http://www.top-technologies.ru/ru/article/view?id=35494
Buzan, T. (2002). How to mind map: The thinking tool that will change your life. London: Thorsons.
Clinton, V., & Walkington, C. (2019). Interest-enhancing approaches to mathematics curriculum design: Illustrations and personalization. The Journal of Educational Research, 112(4), 495–511. https://doi.org/10.1080/00220671.2019.1568958
Fadiran, O. A., van Biljon, J., & Schoeman, M. A. (2018). How can visualisation principles be used to support knowledge transfer in teaching and learning? 2018 Conference on Information Communications Technology and Society (ICTAS), 1–6. https://doi.org/10.1109/ICTAS.2018.8368739
Freina, L., & Bottino, R. (2016). A visual thinking skills training in support of STEM education. In T. M. Connolly & L. Boyle, (Eds.), Proceedings of the European Conference of Games-Based Learning (pp. 224–231). Red Hook, NY: Curran Associates, Inc.
Gidelevskiy, A. V. (2010). Prostoy metod otsenki trudnosti uchebnykh testovykh zadaniy [A simple method for assessing the difficulty of educational test tasks]. Integration of Education, 4(4), 20–24.
Grebenyuk, O. S., & Grebenyuk, T. B. (2000). Osnovy pedagogiki individual’nosti [Fundamentals of pedagogy of personality]. Kaliningrad: Kaliningrad State University.
Gurevich, K. M., & Akimova, M. K. (1987). Shkol’nyy test umstvennogo razvitiya (ShTUR) [The school test of mental development (STMD): Guidelines for working with the test]. Moscow: The USSR Academy of Pedagogical Sciences.
Hung, J.-Y., Chang, H.-Y., & Hung, J.-F. (2019). An experienced science teacher’s metavisualization in the case of the complex system of carbon cycling. Research in Science Education. https://doi.org/10.1007/s11165-018-9804-x
Khotimah, S. N., Suwandi, G. R. F., Handayani, N., Pratama, S. H., Putri, S. S. M. I., Haryanto, F., & Arif, I. (2019). Characterization of the changes in electroencephalogram power spectra due to sound stimulation. Journal of Physics: Conference Series, 1248, 012022. https://doi.org/10.1088/1742-6596/1248/1/012022
Lucas, L. L., & Lewis, E. B. (2019). High school students’ use of representations in physics problem solving. School Science and Mathematics, 119(6), 327–339. https://doi.org/10.1111/ssm.12357
Miller, A. L. (2019). Zadaniya na razvitiye rechi kak sposob aktivizatsii poznavatel’noy deyatel’nosti uchashchikhsya na urokakh geografii [Tasks for the development of speech as a way of enhancing the cognitive activity of students in geography lessons]. Symbol of Science, 9(9), 82–86. Retrieved from https://cyberleninka.ru/article/n/zadaniya-na-razvitie-rechi-kak-sposob-aktivizatsii-poznavatelnoy-deyatelnosti-uchaschihsya-na-urokah-geografii
Oliveira, A. W., & Cook, K. (2017). Student visual communication of evolution. Research in Science Education, 47(3), 519–538. https://doi.org/10.1007/s11165-016-9515-0
Ostarek, M., & Huettig, F. (2017). A task-dependent causal role for low-level visual processes in spoken word comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43(8), 1215–1224. https://doi.org/10.1037/xlm0000375
Padilla, L. M. K., Castro, S. C., Quinan, P. S., Ruginski, I. T., & Creem-Regehr, S. H. (2020). Toward objective evaluation of working memory in visualizations: A case study using pupillometry and a dual-task paradigm. IEEE Transactions on Visualization and Computer Graphics, 26(1), 332–342. https://doi.org/10.1109/TVCG.2019.2934286
Prayito, M., Suryadi, D., & Mulyana, E. (2019). Junior high school geometry visualization activity. Journal of Physics: Conference Series, 1179, 012049. https://doi.org/10.1088/1742-6596/1179/1/012049
Transactions on Learning Technologies, 10(3), 290–305. https://doi.org/10.1109/TLT.2016.2623303
Ruzhitskaya, L., Baldridge, S., & Montfrooij, W. (2017). Visual explanations behind important equations in astronomy. European Journal of Physics, 38(2), 025604. https://doi.org/10.1088/1361-6404/aa58a1
Shamir, M., Kocherovsky, M., & Chung, C. (2019). A paradigm for teaching math and computer science concepts in K-12 learning environment by integrating coding, animation, dance, music and art. 2019 IEEE Integrated STEM Education Conference (ISEC), 62–68. https://doi.org/10.1109/ISECon.2019.8882015
Shreiner, T. L. (2019). Students׳ use of data visualizations in historical reasoning: A think-aloud investigation with elementary, middle, and high school students. The Journal of Social Studies Research, 43(4), 389–404. https://doi.org/10.1016/j.jssr.2018.11.001
Smirnov, A. A. (1987). Izbrannyye psikhologicheskiye trudy. Tom 2: [Selected psychological works. Volume 2]. Moscow: Pedagogika.
Smolova, L. V. (2019). Systematic thinking as a factor in implementing sustainable development. In W. Leal Filho & A. Consorte McCrea (Eds.), Sustainability and the Humanities (pp. 443–454). https://doi.org/10.1007/978-3-319-95336-6_25
Sorapure, M. (2019). Text, image, data, interaction: Understanding information visualization. Computers and Composition, 54, 102519. https://doi.org/10.1016/j.compcom.2019.102519
Sriutai, M., Boonlue, S., Neanchaleay, J., & Murphy, E. (2018). Using pictorial maps to scaffold problem solving in primary-grade arithmetic. International Journal of Innovation in Science and Mathematics Education (Formerly CAL-Laborate International), 26(5), 49–65. Retrieved from https://openjournals.library.sydney.edu.au/index.php/CAL/article/view/12625
Stoyanova, V., & Georgieva, P. (2018). Early science education through thinking cards. Chemistry: Bulgarian Journal of Science Education, 27(3), 365–375. Retrieved from https://www.ceeol.com/search/article-detail?id=674920
Suzuki, W., & Fitzpatrick, B. (2015). Healthy brain, happy life: A personal program to activate your brain and do everything better. New York, NY: Dey Street Books.
Szirony, G. M., Burgin, J. S., & Pearson, C. L. (2008). Hemispheric laterality in music and math. Learning Inquiry, 2(3), 169–180. https://doi.org/10.1007/s11519-008-0034-4
Urban, M., Murauyova, H., & Gadzaova, S. (2017). Didactic principles of visualization of mathematical concepts in primary education. Pedagogika, 127(3), 70–86. https://doi.org/10.15823/p.2017.40
Vaitulevich, S. F., Petropavlovskaya, E. A., Shestopalova, L. B., & Nikitin, N. I. (2019). Functional interhemispheric asymmetry of human brain and audition. Human Physiology, 45(2), 202–212. https://doi.org/10.1134/S0362119719020129
Vaulina, N. M. (2015). Razvitiye obucheniya cherez metodologiyu situatsiy umstvennoy deyatel’nosti: Posobiye dlya uchiteley [Developing learning through the methodology of situations of mental activity: A manual for teachers]. Rudny: IP Gutsalo.
Vaulina, N. M., & Vaulina, F. N. (2014). Metodika situatsiy myslitel’noy aktivnosti [Methodology of situations of mental activity]. European Social Science Journal, 7(46), 9–16.
Yan, Z., Liqun, Y., & Lei, W. (2011). A research for the classification of knowledge visualization. 2011 International Conference on Electrical and Control Engineering, 6235–6238. https://doi.org/10.1109/ICECENG.2011.6056928
Yeo, J., Lim, E., Tan, K. C. D., & Ong, Y. S. (2020). The efficacy of an image-to-writing approach to learning abstract scientific concepts: Temperature and heat. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-019-10026-z
Yusoff, Z., Katmon, S. A., Ahmad, M. N., & Miswan, S. H. M. (2013). Visual representation: Enhancing students’ learning engagement through knowledge visualization. 2013 International Conference on Informatics and Creative Multimedia, 242–247. https://doi.org/10.1109/ICICM.2013.48
Dieci paradosse degli Accademici Intronati: una testimonianza delle capacità intellettuali delle donne. (2020). Revista de la Sociedad Española de Italianistas, 14, 35-49. https://revistas.usal.es/dos/index.php/1576-7787/article/view/26859
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