Contributions to be submitted to the Journal should be sent to rivista@paideutika.it, after inspecting the Aims of the Journal and the Ethical Guidelines, that refer to C.O.P.E. recommendations.
Texts that do not respect the following Editorial Guidelines will not be taken into consideration.
The following template is available.

Paideutika submits each article, anonymous, to double-blind peer-review process. The Reviewers, anonymous, are at least two, specialists in the main field or in the method of the article.
The main criteria of the evaluation are: interest and coherence of the topic with the aims of the Journal; originality and relevance of the theme; accomplishment with scientific accuracy; developing, coherence and clearness of the argumentation; quality of scientific and critical literature regarding the subject; accuracy of writing.
The evaluation of the article includes comments and suggestions by the Reviewers to the corresponding Author and, separately, to the Editor.
The outcomes of the peer review process can be: accepted, accepted with suggested revisions; rejected.

 

Publication timeline

Paideutika respects the timeline below:
• first editorial review (by Editorial Office) with consequent rejection or peer review assignment: within 3 weeks after submission;
• first round of peer review: within 4 weeks after the Reviewers assignment;
• communication to the corresponding Author: within 1 week after the Reviewers reply;
• final text deadline by the corresponding Author: within 2 weeks after the communication of Reviewers outcome;
• last editorial decision: within 2 weeks after modifications received.

The Editorial Office reserves the right to decide in which issue of Paideutika the article that passed all the evaluation steps will be published, informing the corresponding Author.

Paideutika publishes two issues per year.

Paideutika refers to the Ethical Code for publications provided by COPE: Best Practice Guidelines for Journal Editors.

Duties of the Editorship

Decisions about publishing

The Editorship is responsible for the decision to publish or not the proposed manuscripts, also consulting, for this purpose, the Editorial Board, the Reviewers and the International Advisory Board.

Correctness

The Editorship and the Editorial Board, with the possible advice of the International Advisory Board, examine the contributions received in substance and form and decide on the possible publication only on the basis of the intellectual contents, consistency and scientific accuracy, congruence with the aims of the Journal, without any discrimination based on race, gender, sexual orientation, religion, ethnic origin, citizenship, political orientation.

The proposed contributions that meet the above requirements and that comply with the “editorial guidelines” available on the website are submitted to a double blind peer review process.

Confidentiality

Information regarding the Authors and the contents of the proposed contributions are used only for the purpose of evaluation (limited to contents) and publication.

Editorship, Editorial Board and International Advisory Board (when involved) commit not to disclose information related to the proposed manuscripts to third parties, except to the Reviewers and the Publisher.

Disclosure and conflict of interests

The contents of the proposed and unpublished manuscripts remain confidential and cannot be used in other researches unless the Author provides written consent.

Duties of the Reviewers

Contribution to editorial decisions

Reviewers contribute to the editorial decisions and help the Author to improve the manuscript.

Reviewers are required to evaluate contributions with scientific commitment and impartiality.

Impartiality

Reviewers are required to express their opinion clearly and in a well-argued manner.

Timeliness

The Reviewer is required to inform the Journal promptly in the event he/she does not have the necessary expertise to evaluate the proposed manuscript, if he/she discovers a potential conflict of interest (relationships of cooperation or competition, research or institutional nature) and in case he/she is not able to comply with the proposed time-frame.

Reviewers are required to notify any possible similarities or overlaps among contributions of which they are aware.

Disclosure and conflicts of interest

The Reviewer is required not to use the unpublished contents of a manuscript submitted for evaluation in his/her own researches, without the written consent of the Author.

The Reviewer who feels a potential conflict of interests is required not to accept the review.

Duties of the Authors

Originality and plagiarism

Authors are required to propose contributions that are original and complete with all references used, including quotations, bibliographical sources and any other materials useful for the elaboration of the paper. Quotations that are not reported and paraphrases of texts by other Authors represent an ethically incorrect behavior and are unacceptable.

Multiple, repetitive or concomitant publications

The Author commit not to propose the same contribution or contributions that describe the same research to several Journals simultaneously, for this is an ethically incorrect behavior.

Sources indication

The Author must always provide the manuscript with the correct indication of the sources and of the contributions mentioned.

Authorship of the work

Any coauthors, collaborators, research or project financing bodies must be conveniently informed by the author and reported within the contribution.

Disclosure and conflict of interests

All Authors must declare that there are no conflict of interests that may have affected the results achieved or the interpretations proposed in the manuscript. Authors are required to report the possible financing bodies of the research and/or project from which the proposed manuscripts derive.

Errors in the manuscripts published

In case the Author notices some relevant errors or inaccuracies, he/she is required to inform the Journal promptly, reporting the information and corrections that will be conveniently published.

Paideutika does not submit to peer-review process only the Editorial, The Sections “Today, a philosopher” and “Archive of memory”, the Reviews, since they are very short contributions, of descriptive/illustrative nature.

The books to be reviewed are selected by the Editorial Board. The books published by the members of the Editorship and of the Editorial Board are not reviewed by Paideutika.

Emanuela Abbatecola (Università degli Studi di Genova, Dip. di Scienze della Formazione);  Orietta Abbati (Università degli Studi di Torino, Dip. di Lingue e Letterature Straniere e Culture Moderne); Stefania Achella (Università degli Studi “G. D’Annunzio” Chieti-Pescara, Dip. di Scienze Filosofiche, Pedagogiche ed Economico-Quantitative); Massimo Adinolfi (Università di Napoli – Federico II, Dip. di Scienze Politiche); Giuseppe Annacontini (Università del Salento, Facoltà di Scienze della Formazione, Scienze Politiche e Sociali); Francesca Antonacci (Università di Milano-Bicocca, Dip. di Scienze Umane per la Formazione “Riccardo Massa”); Pierangelo Barone (Università di Milano-Bicocca, Dip. di Scienze Umane per la Formazione “Riccardo Massa”); Germán Abraham Becerra Romero (Universidad Autónoma Metropolitana, Unidad Iztapalapa, Ciudad de México); Paolo Bertinetti (Università degli Studi di Torino, Dip. di Lingue e Letterature Straniere e Culture Moderne); Carmen Betti (Università degli Studi di Firenze, Dip. di Scienze della Formazione e Psicologia);  Serena Billitteri (Università degli Studi di Cassino e del Lazio meridionale, Dip. di Lettere e Filosofia); Gaetano Bonetta (Università degli Studi di Catania, Dip. di Scienze della Formazione); Elvira Bonfanti (Accademia Ligustica di Belle Arti – Genova; Palazzo Ducale Fondazione per la Cultura – Genova); Michele Borrelli (Università degli Studi della Calabria, Dip. di Studi Umanistici); Gabriella Bosco (Università degli Studi di Torino, Dip. di Lingue e Letterature Straniere e Culture Moderne); Elsa Maria Bruni (Università degli Studi “G. D’Annunzio” Chieti-Pescara, Dip. di Scienze Filosofiche, Pedagogiche ed Economico-Quantitative); Daniele Bruzzone (Università Cattolica del Sacro Cuore-Piacenza, Dip. di Pedagogia); Giuseppe Burgio (Università “Kore” di Enna, Fac. di Studi classici, linguistici e della formazione); Antonella Cagnolati (Università di Foggia, Dip. di Dip. di Studi Umanistici, Lettere, Beni Culturali, Scienze della Formazione); Daniela Calabrò (Università di Salerno, Dip. di Scienze Umane, Filosofiche e della Formazione); Franco Cambi (Università degli Studi di Firenze, Dip. di Scienze della Formazione e Psicologia);  Massimo Canevacci (Universidade Federal Santa Catarina, Florianopolis, Brasil; Università di São Paulo, Istituto di Studi Avanzati, Brasile); Carlo Cappa (Università degli Studi di Roma “Tor Vergata”, Dip. di Storia, Patrimonio Culturale, Formazione e Società); Paola Carmagnani (Università di Torino, Dip. di Lingue e Letterature Straniere e Culture Moderne); Laura Cavana (Università di Bologna, Dip. di Scienze dell’Educazione “Giovanni Maria Bertin”); Piero Ceccucci (Università degli Studi di Firenze, Dip. di Lingue, Letterature e Studi Interculturali); Enza Colicchi (Università degli Studi di Messina, Dip. di Civiltà Antiche e Moderne); Mino Conte (Università degli Studi di Padova, Dip. di Filosofia, Sociologia, Pedagogia e Psicologia Applicata); Mariagrazia Contini (Università degli Studi di Bologna, Dip. di Scienze dell’Educazione “Giovanni Maria Bertin”); Marco D’Arcangeli (Università degli Studi dell’Aquila, Dip. di Scienze Umane); Irene De Angelis (Università di Torino, Dip. di Lingue e Letterature Straniere e Culture Moderne); Silvia Demozzi (Università degli Studi di Bologna, Dip. di Scienze dell’Educazione “Giovanni Maria Bertin”); Giancarlo Depretis (Università degli Studi di Torino, Dip. di Lingue e Letterature Straniere e Culture Moderne); Vasco D’Agnese (Università degli Studi della Campania “Luigi Vanvitelli”, Dipartimento di Psicologia); Maurizio Fabbri (Università degli Studi di Bologna, Dip. di Scienze dell’Educazione “Giovanni Maria Bertin”); Rita Fadda (Università degli Studi di Cagliari, Dip. di Pedagogia, Psicologia, Filosofia); Roberto Farné (Università degli Studi di Bologna, Dip. di Scienze dell’Educazione “Giovanni Maria Bertin”); Massimiliano Fiorucci (Università degli Studi di Roma Tre, Dip. di Scienze della Formazione); Dario Forti (Ariele, Associazione psicosocioanalisti); Mario Gennari (Università degli Studi di Genova, Dip. di Scienze della Formazione); Ivano Gamelli (Università di Milano-Bicocca, Dip. di Scienze Umane per la Formazione “Riccardo Massa”); Antonio Genovese (Università degli Studi di Bologna, Dip. di Scienze dell’Educazione “Giovanni Maria Bertin”); Paolo Levrero (Università degli Studi di Genova, Dip. di Scienze della Formazione); Enrica Lisciani Petrini (Università degli Studi di Salerno, Dip. di Scienze Umane, Filosofiche e della Formazione); Isabella Loiodice (Università degli Studi di Foggia, Dip. di Studi Umanistici. Lettere, Beni Culturali, Scienze della Formazione); Michele Lorè (Università Niccolò Cusano); Sara Magaraggia (Università degli Studi di Padova, Dip. di Filosofia, Sociologia, Pedagogia e Psicologia Applicata); Giovanna Malusà (Università di Trento); Emanuela Mancini (Università di Milano-Bicocca, Dip. di Scienze Umane per la Formazione “Riccardo Massa”); Raffaele Mantegazza (Università degli Studi di Milano Bicocca, Dip. di Medicina e Chirurgia); Mariagrazia Margarito (Università degli Studi di Torino, Dip. di Lingue e Letterature Straniere e Culture Moderne); Alessandro Mariani (Università degli Studi di Firenze, Dip. di Scienze della Formazione e Psicologia); Francesco Mattei (Università degli Studi di Roma Tre, Dip. di Scienze della Formazione); Maria Isabella Mininni (Università degli Studi di Torino, Dip. di Lingue e Letterature Straniere e Culture Moderne); Riccardo Morello (Università degli Studi di Torino, Dip. di Lingue e Letterature Straniere e Culture Moderne); Paolo Mottana (Università degli Studi di Milano Bicocca, Dip. di Scienze Umane per la Formazione “Riccardo Massa”); Cristina Palmieri (Università di Milano-Bicocca, Dip. di Scienze Umane per la Formazione “Riccardo Massa”), Anna Maria Passaseo (Università degli Studi di Messina, Dip. di Civiltà Antiche e Moderne); Tiziana Pironi (Università di Bologna, Dip. di Scienze dell’Educazione “Giovanni Maria Bertin”); Dora Sales (Universitat Jaume I, Castelló de la Plana, Department of Translation and Communication); Roberto Santoro (Università di Torino); Daniela Sarsini (Università degli Studi di Firenze, Dip. di Scienze della Formazione e Psicologia);  Gabriele Scaramuzza (Università degli Studi di Milano, Dip. di Filosofia); Gilberto Scaramuzzo (Università degli Studi di Roma Tre, Dip. di Scienze della Formazione); Vincenzo Schirripa (Università LUMSA, Roma, Dip. di Scienze Umane); Furio Semerari (Università “Aldo Moro”, Bari, Dip. di Studi Umanistici), Gabriella Seveso (Università di Milano-Bicocca, Dip. di Scienze Umane per la Formazione “Riccardo Massa”); Chiara Simonigh (Università degli Studi di Torino, Dip. di Lingue e Letterature Straniere e Culture Moderne); Giancarla Sola (Università degli Studi di Genova, Dip. di Scienze della Formazione); Hans-Christian Stillmark (Universität Postdam, Philosophische Fakultät); Massimiliano Stramaglia (Università di Macerata, Dip. di Scienze della Formazione, dei Beni Culturali e del Turismo); Massimiliano Tarozzi (Università degli Studi di Bologna, Dip. di Scienze per la Qualità della Vita); Maria Tomarchio (Università degli Studi di Catania, Dip. di Scienze della Formazione); Aldo Trucchio (University of Geneva, Genève, Department of Modern French Language and Literature); Javier Vidargas (Instituto de Mediación de Mexico); Ignazio Volpicelli (Università degli Studi di Roma “Tor Vergata”, Dip. di Storia, Patrimonio Culturale, Formazione e Società); Maria Volpicelli (Università Guglielmo Marconi, Dip. di Scienze Umane).

N. 35 – Pedagogical transformations in contemporary world. Perspectives of Philosophy of Education in Italy
Editors: Elena Madrussan, Mino Conte
Publication: beginning of May, 2022
Submissions deadline: December 10th, 2021
Journal approval: within January 10th, 2022
First peer review’s outcome: within February 20th, 2022
E-mail: rivista@paideutika.it

Texts that do not respect the editorial guidelines will not be taken into consideration. The proposals received beyond the deadline will not be taken into consideration. It is recommended to inspect the Aims, the Policies and the Ethical Guidelines of the Journal.

Starting from many strengthened legacies or from the latest interpretations, however capable of connecting national and international perspectives, the Philosophies of Education in Italy describe a cultural scenario which is heterogeneous as for its approaches and horizons. Nowadays, this interpretive wealth is required to identify the real or presumed transformations, to be put into action or to hold out against, that characterize contemporary time.
“Paideutika” dedicates this issue to the Italian philosophical-educative panorama and to the priorities that the different approaches recognize as needful in a planning perspective, thus trying to create a minimum inquiry map for the upcoming times.
For this reason, this issue will collect some short contributions (max 25,000 characters), only in English, to promote an international visibility, that can suggest a research horizon.

 

n. 34 – Nueva pornografía, relaciones sociales, educación
Editors: Lluís Ballester i Mónica Alario
Publication: beginning of December, 2022
Submissions deadline: May 30th, 2021
Journal approval: within June 20th, 2021
First peer review’s outcome: within July 15th, 2021
E-mail: rivista@paideutika.it

Texts that do not respect the editorial guidelines will not be taken into consideration. The proposals received beyond the deadline will not be taken into consideration. It is recommended to inspect the Aims, the Policies and the Ethical Guidelines of the Journal.

The issue is almost closed.

Desde hace algunos años, la nueva pornografía se ha convertido en uno de los temas centrales del debate sobre la socialización de los adolescentes y jóvenes, al menos en lo que se refiere a las relaciones interpersonales. Se sabe que el nivel de consumo no ha dejado de crecer, desde la generalización de las tecnologías 4G; también se conocen buena  parte de las consecuencias de dicho consumo, en especial cuando supera determinados límites. Finalmente, cada vez se conoce mejor el negocio capitalista que promueve la pornografía, en conexión con el sistema prostitucional. Lo que se conoce menos son los mecanismos que explican los altos niveles de consumo, así como la aceptación de prácticas claramente no normativas (violencia contra las mujeres, invitación al incesto, cosificación de las mujeres, etc.). La investigación sobre los procesos de desconexión empática ha permitido indentificar uno de los procesos dominantes, así como las diversas variedades de relación con el consumo.
Esta investigación se plantea en el marco de las reflexiones desarrolladas, sobre la pornografía, en el pensamiento feminista y en el desarrollo de políticas de intervención. En este último marco, se sitúan los debates sobre la actuación educativa, para la cual representa un nuevo reto.

 

n. 33 – Telling the Education, otherwise
Publication: beginning of May (2021)
Submissions deadline: October 31th (2020)
Journal approval: within November 20th (2020)
First peer review’s outcome: within December 15th (2020)
E-mail: rivista@paideutika.it

Texts that do not respect the editorial guidelines will not be taken into consideration.
 The proposals received beyond the deadline will not be taken into consideration. It is recommended to inspect the Aims, the Policies and the Ethical Guidelines of the Journal.

The issue is closed.

The languages, the modes and the words through which education is told, written and said, derive and make – at the same time – as many places of education. However, to start the investigation from them means to reverse the perspective from which education is usually seen, told, studied. Because this implies assuming the texts and the situations passed through education, instead of starting from the places in which education is the main topic.
Therefore, the idea of this focus is to relate the pedagogical discourse to those forms of educative knowledge that don’t name education in a conventional sense, but which use a discursivity and an expressivity not already fully ruled in the pedagogical fields. Therefore, it’s about to bring into focus the tools, the modes, the expressive practices that – with typical words and languages – tell education as a landing place – maybe implicit but powerful – up to pointing out some meanings that are usually unforeseen.
In these cases, in fact, the words related to education preserve the complex dynamics of its meaning, highlight its problematicity and its urgency, warning those who use them in order to avoid unappropriated reductionism, or naïve and misleading positions. The result aims at finding a way of saying the educative act that, de facto, makes unused questions to the pedagogical field.
The places created by these words become, thus, as many places of reflection on the ways education can be read or lived, witnessed or brought into play, lost or recovered, threaten or enhanced.
So that, losing sight of what education is beyond the more obvious pedagogical background, may signify also to lose sight of behaviours, ethical outlooks, worldviews, that – at a closer look – reveal themselves as precious horizons of inquire.