Il valore trasformativo dell’educazione riflessiva nel Sistema Politropico

Vasco D'Agnese; Paola Cotticelli

doi:10.3280/erpoa1-2025oa20451

Articles

No. 1 (2025)

The transformative value of reflective education in the polytropic structure

Vasco D'Agnese^▸^▾
Paola Cotticelli^▸^▾

SCARICA QUI IL PDF (Italiano)

DOI: https://doi.org/10.3280/erpoa1-2025oa20451
Submitted: giugno 25, 2025
Published: 2026-10-09

Abstract

The article explores the concept of reflexivity through the lens of polytropic structure, namely, an educational approach built on a new learning and teaching paradigm. Over the past five years, this model has been tested in various schools across Naples and province through different Action Research initiatives. Using methodologies such as Job Shadowing and Participatory Research, around forty teachers have taken part in classroom training programs designed to enhance students’ metacognitive and meta-emotional skills. The polytropic approach is rooted in a metacognitive dualism that blends vertical and lateral thinking, equipping educators with practical tools to effectively manage diverse classrooms in a cooperative and inclusive way. By consciously integrating these two cognitive strategies, this approach fosters flexibility and positive learning habits, helping students navigate complex educational challenges while supporting their holistic development. It encourages them to cultivate dynamic and open-minded perspectives, facilitating meaningful engagement with others. Moreover, this method promotes effective horizontal communication in the classroom, nurturing students' self-awareness and emotional intelligence. The project aligns with the broader framework of Global Citizenship Education (GCE), aiming to prepare individuals who can critically and independently interpret the complexities of the modern world and take proactive, responsible action in an increasingly interconnected and multicultural society.

References

Adelman C. (1993). Kurt Lewin and the origins of action research. Educational action research, 1(1), pp. 7-24.
Bocchi G., & Ceruti M. (Eds.) (2007). La sfida della complessità. Milano, Feltrinelli.
Brookfield S. D. (2017). Becoming a critically reflective teacher. Journal of Inclusive Methodology and Technology in Learning and Teaching, 4(2).
Danijela M. (2021). Learning potentials of job shadowing in teacher education. International Journal of Learning, Teaching and Educational Research, 20(12), pp. 255-266.
De Bono E. (2009). Lateral thinking: A textbook of creativity. Penguin, UK.
De Carolis M., Martina V., & Mazzeo M. (2006). Cassetta degli attrezzi. Forme di vita, 5, pp. 1000-1017.
Dewey J. (1916). Democracy and Education. An Introduction to the Philosophy of Education. New York: The MacMillan Company.
Dewey J. (1917). The Need for a Recovery of Philosophy. In: Dewey J. et alii Crea-tive Intelligence. Essays in the Pragmatic Attitude. New York: Henry Holt and Company.
Dewey J. (1933/1978). How we Think and Selected Essays: 1910-1911 (Vol. 6). SIU Press.
Dewey J. (1938). Logic. The Theory of Inquiry. New York: Henry Holt and Company.
Elliot J. (1991). Action research for educational change. McGraw-Hill Education (UK).
Flavell J. H. (1979). Metacognition and cognitive monitoring: A new area of co-gnitive-developmental inquiry. American psychologist, 34(10), 906.
Freire P. (1970). Cultural action and conscientization. Harvard educational review, 40(3), pp. 452-477.
Johnson D. W., & Johnson R. T. (2011). Cooperative learning. The encyclopedia of peace psychology.
Kahneman D. (2011). Thinking, fast and slow. Farrar, Straus and Giroux.
Legrenzi P., & Massarenti A. (2016). La buona logica: imparare a pensare. Raffaello Cortina Editore.
Lewin K. (1946). Action research and minority problems. Journal of social issues, 2(4), pp. 34-46.
Mezirow J. (1997). Transformative learning: Theory to practice. New directions for adult and continuing education, (74), pp. 5-12.
Morin E. (2000). La testa ben fatta. Riforma dell’insegnamento e riforma del pensiero nel tempo della globalizzazione. Milano: Raffaello Cortina Editore.
Park P. (2006). Knowledge and participatory research. Handbook of action research: Concise paperback edition, pp. 83-93.
Piro F. (2015). Manuale di educazione al pensiero critico. Comprendere e argomentare (pp. 1-276). Editoriale scientifica.
Ria D. (2024). Introduzione: pensiero trasformativo come paradigma della ricerca sperimentale. Sapere Pedagogico e Pratiche Educative, pp. 5-10.
Schön D. A. (2017). The reflective practitioner: How professionals think in action. Routledge.
Schunk D. H., & Zimmerman B. J. (2012). Self‐regulation and learning. Handbook of Psychology, Second Edition, 7.
Simmons M., McDermott M., Eaton S. E., Brown B., & Jacobsen M. (2021). Reflection as pedagogy in action research. Educational Action Research, 29(2), pp. 245-258.

Keywords

metacognition
polytropic thinking
action research
cognitive flexibility
job shadowing
ECG

How to Cite

D’Agnese, V., & Cotticelli, P. (2026). The transformative value of reflective education in the polytropic structure. Educational Reflective Practices - Open Access, (1). https://doi.org/10.3280/erpoa1-2025oa20451

[1] Adelman C. (1993). Kurt Lewin and the origins of action research. Educational action research, 1(1), pp. 7-24.

[2] Bocchi G., & Ceruti M. (Eds.) (2007). La sfida della complessità. Milano, Feltrinelli.

[3] Brookfield S. D. (2017). Becoming a critically reflective teacher. Journal of Inclusive Methodology and Technology in Learning and Teaching, 4(2).

[4] Danijela M. (2021). Learning potentials of job shadowing in teacher education. International Journal of Learning, Teaching and Educational Research, 20(12), pp. 255-266.

[5] De Bono E. (2009). Lateral thinking: A textbook of creativity. Penguin, UK.

[6] De Carolis M., Martina V., & Mazzeo M. (2006). Cassetta degli attrezzi. Forme di vita, 5, pp. 1000-1017.

[7] Dewey J. (1916). Democracy and Education. An Introduction to the Philosophy of Education. New York: The MacMillan Company.

[8] Dewey J. (1917). The Need for a Recovery of Philosophy. In: Dewey J. et alii Crea-tive Intelligence. Essays in the Pragmatic Attitude. New York: Henry Holt and Company.

[9] Dewey J. (1933/1978). How we Think and Selected Essays: 1910-1911 (Vol. 6). SIU Press.

[10] Dewey J. (1938). Logic. The Theory of Inquiry. New York: Henry Holt and Company.

[11] Elliot J. (1991). Action research for educational change. McGraw-Hill Education (UK).

[12] Flavell J. H. (1979). Metacognition and cognitive monitoring: A new area of co-gnitive-developmental inquiry. American psychologist, 34(10), 906.

[13] Freire P. (1970). Cultural action and conscientization. Harvard educational review, 40(3), pp. 452-477.

[14] Johnson D. W., & Johnson R. T. (2011). Cooperative learning. The encyclopedia of peace psychology.

[15] Kahneman D. (2011). Thinking, fast and slow. Farrar, Straus and Giroux.

[16] Legrenzi P., & Massarenti A. (2016). La buona logica: imparare a pensare. Raffaello Cortina Editore.

[17] Lewin K. (1946). Action research and minority problems. Journal of social issues, 2(4), pp. 34-46.

[18] Mezirow J. (1997). Transformative learning: Theory to practice. New directions for adult and continuing education, (74), pp. 5-12.

[19] Morin E. (2000). La testa ben fatta. Riforma dell’insegnamento e riforma del pensiero nel tempo della globalizzazione. Milano: Raffaello Cortina Editore.

[20] Park P. (2006). Knowledge and participatory research. Handbook of action research: Concise paperback edition, pp. 83-93.

[21] Piro F. (2015). Manuale di educazione al pensiero critico. Comprendere e argomentare (pp. 1-276). Editoriale scientifica.

[22] Ria D. (2024). Introduzione: pensiero trasformativo come paradigma della ricerca sperimentale. Sapere Pedagogico e Pratiche Educative, pp. 5-10.

[23] Schön D. A. (2017). The reflective practitioner: How professionals think in action. Routledge.

[24] Schunk D. H., & Zimmerman B. J. (2012). Self‐regulation and learning. Handbook of Psychology, Second Edition, 7.

[25] Simmons M., McDermott M., Eaton S. E., Brown B., & Jacobsen M. (2021). Reflection as pedagogy in action research. Educational Action Research, 29(2), pp. 245-258.