UniFi

UNESCO Transdisciplinary Chair




Paolo Orefice


Paolo Orefice

Paolo Orefice, Professor Emeritus of Education, is Chairholder of the UNESCO Transdisciplinary Chair on Human Development and Culture of Peace of the University of Florence and Professor of Education at the Telematic University Giustino Fortunato of Benevento. He is an active member of CIRET- International Center for Transdisciplinary Research.


Unesco Transdisciplinary Chair on Human Development and Culture of Peace

IUSSAF Istituto Universitario di Studi Superiori dell’Ateneo Fiorentino

University of Florence 50122 Florence, Italy, Via G.Battisti 4

Tel. + 39 055/2757770/1

E-mail orefice@unifi.it, chairholder@utc.unifi.it

https://www.unifi.it/vp-11064-cattedre-unesco.html#pace

https://www.utc.unifi.it


Professional and Academic Work

Assistant Professor and Associate Professor of Pedagogy at University of Naples Federico II (1974-1987), Professor Paolo Orefice has also been a Full Professor of Pedagogy at the University of Chieti Gabriele D’Annunzio (1987-1990) and at the University of Florence (1990-2011), where also held several institutional roles: President of Sciences of Education Faculty and President of Deans’ National Conference of Education Sciences Faculties (1995-2003); Vice-Rector for Innovation and Quality of Higher Education (2003-2006) and, in the previous three years, University Delegate for CampusOne and Relations with the territory.

In addition, he has been Director of the PhD Course and PhD School of Sciences of Education from 2001 to 2011 and Director of the Master Course on Quality of Educational Processes (2003-2005). He has also directed the International Master on Local Human Development, Culture of Peace and International Cooperation (2006-2011).

In 2006, he was appointed Chairholder of the Transdisciplinary UNESCO Chair on Human Development and Culture of Peace and in 2012 was declared Professor Emeritus of the University of Florence. Currently, since 2018, he is a Head Professor of Education of the Telematic University Giustino Fortunato of Benevento (Italy).

Research Areas

His main research area, deepened, experimented and consolidated over the years through theoretical studies and field works in the local and international cooperation, is focused on the transdisciplinary model of educational processes. The model is studied in its epistemological and scientific basis and in its strategic and methodological options, aimed towards the transdisciplinary science of education in the historical transition towards the Terrestrial Humanism of a Sustainable Civilization.

The model is based on the complex theory of potential of the sensory-motor, emotional and rational knowledge and it is directed to develop creative processes of individual social and cultural advanced intelligences, related to the intangible and tangible qualitative co-growth of the communities in the territories, mostly for the most deprived groups and subjects. The model is experimented in the scientific and professional work on Complex Human Development, Creating Knowledge Paradigms beyond violence, Transdisciplinary Participatory Action Research, Lifelong Learning Strategies, Politics and Institutions of formal, no formal and informal Education. The operational framework is the Network of Community Education, within which the different educational agencies, operators and services interact in the wider context of Local and Global Development for quality of environmental, social and individual life.

Scientific and professional Associations membership

Professor Paolo Orefice has also been involved in national and international associative activities in the educational field as a member of executive bodies and, occasionally, as a founding partner of scientific associations and national (e.g. AIDEA, AIEC, SICESE, SIPED, EDAFORUM, UNESCO National Commission) and international (e.g. ICAE, ICEA, CESE, WCCES) organisations. He has also been member of the Administrative Board of the Amburg UNESCO Institute for Lifelong Learning. He is currently in charge of the coordination of the Italian UNESCO Chairs (Group 1).

Research, Educational and Training Projects

Professor Paolo Orefice has extensive experience in scientific direction and management of specific action projects in local, national, european and international cooperation, especially in the Latin American and African areas for the human development and culture of peace.

Here is a list of the most significant research, education and development projects during and before the direction of the UNESCO Transdisciplinary Chair (since 2006).

  • The historical challenge of the planetary civilization. Towards Earth's Humanism, in search of co-science and co-growth beyond violence
  • Theoretical guidelines and strategic actions UNESCO Transdisciplinary Chair Human Development and Peace Culture of the University of Florence

Documents

The UTC Project 2017-2021 (Synthesis)

The UTC Activities 2017-2019 (Synthesis)

Book of the UTC

Further International Projects

  • Interlink Plus. Human potential and territorial patrimony for the endogenous sustainable development: theories, methods and interdisciplinary experiences among local and global knowledge (International scientific coordinator, Latin American and Italian Universities network, Ministry of Education and Research, Rome, 2005 - 2008)
  • Florence and Tuscany for Mayan Intercultural University (International scientific coordinator, Network of Tuscany institutions and CNEM-Consejo Nacional de Educación Maya in Guatemala, PIR Tuscany Region, 2003-2008)
  • Universitas Program UNOPS: University Network for Human Development in Latin America and Mediterranean Area (1999 – 2002), Postgraduate course on Human Development and International Cooperation in Latin America (2003), Laboratory on Human Development, Morocco (2008) - (Internal Consultant and Teaching, International Interuniversity Network, UNOPS, Roma, 1999-2008)
  • SìLeón - Framework Program of Decentralized Cooperation: Technical Services in Educational and Training Areas (Scientific Coordinator, León Department, Nicaragua, Tuscany Region, 2002 – 2005)

Further European Projects

  • Le théâtre et le jeu pour l’accompagnement du changement dans les organizations (Responsible for the monitoring and evaluation processes, European Network of national universities and institutions, Leonardo Program, Brussels, 2005-2009)
  • Developing Training Programs for qualified Teachers to teach in Prisons (Scientific Coordinator for the Italian research Group, European Network of national universities and institutions, Socrates Programme – Grundtvig 1, Brussels, 2005 – 2007)
  • Local Learning Centers, (Scientific Responsible, Interuniversity Research Group of Italy, Romania, Malta, European Commission Project, Brussels, 2004 -2005)
  • ESTEEM - European Study Circle Based on New Environmental Education Methodology (Scientific Coordinator, European Network of national universities and institutions, EC Socrates/Adult Education Program, Brussels, 1999 – 2002)
  • Innovative Methods in Teaching Adults Today in Europe – IMITATE (Scientific Coordinator, European Network of national universities and institutions, EC Socrates/Adult Education Program, Brussels, 1997-1998)
  • INTERLAB – Didactics of Environmental and Cultural Goods for European Citizens Formation (Scientific Coordinator, European Network of national universities and institutions, EC Socrates/Adult Education Program, Brussels, 1996-1998)
  • Mediterranean Itineraries for Environmental and Cultural Education of European Citizens (Scientific Coordinator, European Network of national universities and institutions, EC Socrates/Adult Education Program, Brussels, 1995-1998)

Further National Projects

  • Investigation and recognition of educative professions (National Scientific Coordinator, University National Network, PRIN - Scientific Program of Considerable National Interest, Ministry of Education and Research, Rome, 2008-2010)
  • Quality of higher education and research in education. Theoretical models and methodologies for research training, with particular reference to the pedagogic competences; evaluation devices of the quality for the innovation in knowledge society,(National Scientific Coordinator, University National Network, PRIN - Scientific Program of Considerable National Interest, Ministry of Education and Research, Rome, 2007-2008)
  • New technologies for permanent education and networks in the Italian socioeconomic system, (National Scientific Coordinator, University National Network, FIRB - Strategic Project , Ministry of Education University and Scientific Research, Roma, 2003-205)
  • Campus One, National Plan of CRUI (Italian University Rectors Conference) for National Reform of University System (Coordinator of the Florence University Actions, University National Network, CRUI, Roma,2001 -2002)
  • Degree courses accreditation process (Counselor for University of Florence, Regional Network of universities and training agencies, Tuscany Region, 2002)
  • Laboratory on educational and training strategies for the emergency on the job (Director and Responsible for the Technical Management, Network of University of Florence, ISPESL/Ministry of Health, RSPP and RLST, Ministry of Health, Rome, 1996)
  • Educational packages and didactic guidelines for emergency operators (National Law n..626), (National coordinator, ISPESL, Ministry of Health, Rome,1995-2000)
  • The Educational process: interpretative hypotheses (National Coordinator, Network of University of Florence, Bari, Milan, Naples, Padua, MIUR, Rome, 1995-1997)
  • Didactics of biodiversity in primary school within protected area (Scientific Director, Teachers National Network, MIUR, Rome, 1995-1997)
  • Moter Research- Territorial model of educational programming in the Phlegrean area (Scientific Director and General Coordinator, Network of Participatory Action Research among Pedagogy Group of the Naples University, local institutions, agencies and population, Campania Region, Naples, 1972- 1981)
  • Interdisciplinary teaching materials for high school: The years of the Italian Republic. Culture and training in Italy and Guide for Teachers (Director of Research, Ferraro Publishing House, 1984-1988)

Publications

A selection of over 400 publications in Italy and abroad

Creation and development of the complex model of education

  1. Books
  • Ciudadanía emancipada a través de la investigación acción participativa: en la búsqueda de nuevos paradigmas de desarrollo humano, Editorial de la Universidad de Santiago de Chile, Santiago/ Firenze University Press, Florence, 2014 (eBook);
  • Pedagogia Sociale. L’educazione tra saperi e società, Bruno Mondadori, Milan, 2011;
  • Pedagogia scientifica. Un approccio complesso al cambiamento formativo, Editori Riuniti- University press, Rome, 2009;
  • La Ricerca Azione Partecipativa, Liguori, Naples,2006, voll. 2;
  • La formazione di specie. Per la liberazione del potenziale di conoscenza del sentire e del pensare, Guerini, Milan, 2003;
  • I domini conoscitivi. Origine, natura e sviluppo dei saperi dell’Homo Sapiens Sapiens, Carocci, Rome, 2001;
  • MOTER - Modello territoriale di programmazione educativa e didattica, Naples, Liguori, 1997;
  • I ritmi di vita di Piazza S. Croce. Un’esperienza di educazione ambientale a Scuola-Città Pestalozzi, Naples, Liguori, 1997;
  • Didattica dell’ambiente. Guida per operatori della scuola, dell’extrascuola e dell’educazione degli adulti, Florence, La Nuova Italia, 1993;
  • Politiche e interventi culturali e formativi in Italia nel secondo Novecento, Naples, Ferraro, 1991;
  • Il lavoro intellettuale in educazione. L’operatore della formazione tra l’intellettuale separato e l’intellettuale partecipativo, Florence, La Nuova Italia,1991;
  • Gli anni della Repubblica. Cultura e formazione in Italia. Research material, Naples, Ferraro,1988;
  • Lo studio interdisciplinare in educazione, Teramo, Giunti & Lisciani, 1983;
  • La programmazione educativa nel sistema del decentramento (contributed), Naples, Ferraro, 1981;
  • Educazione e territorio, Florence, La Nuova Italia, 1978;
  • La socializzazione. Materiali per una progettualità del fatto educativo, Florence, Le Monnier, 1976;
  • La comunità educativa. Teoria e prassi, Naples, Ferraro, 1975

  1. Further Publications

International Publications

  • UNESCO Chair of Italian Universities and SDGS 2030: a strategic international relationship; Which human intelligence paradigm for SDGS: the epistemological breakdown of relational thinking, in AA.VV. Quality Education, Sustainable Communities, Human Rights, Firenze University Press, Florence, 2019;
  • El espìritu de la ciudad renacentista en el siglo XXI. Hacia la civilización terrestre, in Pedagogia dell'ambiente 2017. Tra sviluppo umano e responsabilità sociale, Pensa Multimedia Editore, Lecce, 2017;
  • The Pedagogical model of Participatory Action Research, in G. Del Gobbo, N. Bogataj, Lifelong learning devices for sustainable local development: the study circles experience in the crossborder area Italy-Slovenia, ETS, Pisa, 2015;
  • Ciudadanía emancipada a través de la Investigación Acción Participativa en la búsqueda de nuevos paradigmas de Desarrollo Humano, USACH, Santiago/FUP, Florence, 2014 (ebook);
  • El miedo, el no y el secreto son palabras occidentales, desconocidas en nuestro idioma. Entrevista de Paolo Orefice a María Quiñelén sobre la educación mapuche para la paz, in “Studi sulla Formazione”, Firenze University Press, Florence, 2013, II;
  • O Potencial formativo do desenvolvimento local na sociedade planetária. Do dualismo dos saberes do mundo visível / invisível á unidade complexa dos saberes da realidade descontínua in Nunes E. J. F., Dias Nascimento A., Orefice (org.), Educação, Movimentos Sociais e Desenvolvimento Local Sustentável, EDUNEB, Salvador , 2012;
  • Orefice, J. Cumatz Pecher (coordinado por), Primer Informe de Investigación Acción Participativa en el Municipio de Sololá, Consejo Nacional de Educación Maya, Ciudad del Guatemala, Guatemala, 2009;
  • Complejidad y desarrollo local: valorización de los saberes Mayas por medio de la investigación participativa in Primer Informe de Investigación Acción Participativa en el Municipio de Sololá (in coll.), CNEM, Ciudad del Guatemala, 2008;
  • Ciencia y desarrollo: hacia la ciencia planetaria para el desarrollo material e inmaterial de calidad: estructura y dinámica de los saberes locales y saberes globales in Educação e contemporainedade Educação Ambiental e Sociedades Sustentáveis, Revista da FAEEBA, Universidade do Estado da Bahia – UNEB /Departamento de Educação, jul/dez 2007, Vol. 16, N. 28;
  • Educación Superior e Interculturalidad. La Universidad entre conocimiento científico, conocimiento global y conocimientos locales in Human development Resource Net , 2004 http://www.yorku.ca/hdrnet/images/uploaded/Orefice_Paolo_ITA.pdf
  • Funding of Lifelong Learning: The Italian Experience, from Country Report (OECD, 1998) Until Today, in AA.VV., Integrated Approaches to Lifelong Learning, Asia-Europe Institute. University of Malaya, Malaya, 2002;
  • Indicateurs Transnationaux, in ESTEEM. Boite à outils transnationale pour l’éducation des adultes à travers l’environnement, Project Socrates ESTEEM, CE, Comunità Montana Mugello, Borgo S. Lorenzo, 2001, pp. 149-194 (plus CD and WEB) ;
  • Transnational Indicators, in ESTEEM. Transnational Tool Box for Environmental Adult Education, ESTEEM Socrates Project, EC, Comunità Montana Mugello, Borgo S. Lorenzo, 2001 (plus CD and: esteem-network.it
  • Participatory Research Methods in the Education of Adults: theoretical and methodological aspects, in M.Dale (Ed.), Towards the End of Teaching? Innovation in European Adult Learning, NIACE, Leicester, 2000;
  • The Locus Project, in A. Chadwick, A. Stannett (Ed.), Museums and Adult Learning. Perspectives from Europe, NIACE, Leicester, 2000;
  • The Creation of Knowledge through Environmental Education, in J.P Hautecoeur (Ed.), Ecological Education in Everyday Life, Alpha 2000, UNESCO Institute for Education-University of Toronto Press, Toronto, 2000;
  • La création des connaissances par la pédagogie environnementale, in J.P. Hautecoeur (Dir.), Education écologique dans la vie quotidienne, Alpha 2000, Institut de l'UNESCO pour l'Education, Ministère de l'Education du Québec, Québec, 2000 ;
  • Funding of Lifelong Learning: the Italian Experience (in coll.), OECD, Paris (on the OECD Internet Home Page: oecd.org./copyr.htm/) 1998;
  • Guide des Itinéraires, in Itinéraires Méditerranéens pour l'éducation environnementale et culturelle du citoyen européen, Projet Socrates CE, Pacini & Regione Toscana, Pisa- Firenze (also in Catalan, Greek and Italian); see also: Interlab, Projet Socrates, Regione Toscana, Florence, 1999, CD);
  • Pour une théorie de la convergence en éducation des adultes, in Convergence, Toronto, ICAE, 2 - 3, 1997
  • "Mo.ter." Research. An Italian Experience, in ICEA Regional Newsletter, Wigan, ICEA, 4,1990;

National Publications

  • L’educazione è componente fondamentale della nostra esistenza, presentazione a I colori della pedagogia, Giunti TVP Editori, Florence, 2020;
  • Il contributo al progetto dell’UTC; Cittadini di un pianeta intelligente: coltivare il pensiero relazionale per la cura della Casa Comune, in P.Orefice, M.R.Mancaniello, Z.Lapov, S.Vitali (Ed.), Coltivare le intelligenze per la cura della casa comune. Scenari transdisciplinari e processi formativi di Cittadinanza terrestre, Lecce – Rovato, Pensa Multimedia, 2019;
  • Mondializzazione dell’educazione sostenibile e pedagogia planetaria. Scenari a margine dell’Obiettivo 4 Quality Education dell’Agenda NU 2030, (Ed. by D. Buzzone, E.Musi), Aver cura dell’esistenza. Studi in onore di Vanna Iori, F.Angeli, Milano, 2020;
  • L’educazione è componente fondamentale della nostra esistenza. Presentazione, AA.VV., I colori della pedagogia, Giunti TVP Editori-Treccani, Firenze 2020;
  • Disagio storico della scuola e paradigmi della civiltà sostenibile. Introduzione, in (Ed.by L.Berlinguer, A. Marcello, A.F. Rocca), Il modello formativo dell’autonomia didattica, MIUR, Roma, 2019;
  • Passaporto per il Pianeta - Educare la mente alle radici della cittadinanza terrestre, in Spadola Carmelo (Ed.), Narrazioni ecologiche: teoria, pratica e prospettive future, Arcoiris, Salerno, 2019;
  • Costruire la filiera professionale degli educatori e pedagogisti: rivoluzione storica o riformismo immobilista? Una lotta dell'intelligenza: il problema, il gruppo, il disegno pedagogico della filiera dell'educazione non formale, in P.Orefice, Enrico Corbi (Ed.), Le professioni di Educatore, Pedagogista e Pedagogista ricercatore nel quadro europeo, Edizioni ETS, Pisa, 2017;
  • Cittadini, saperi e professionisti della Civitas Educationis terrestre. Scenario della formazione e della professionalità degli educatori e dei pedagogisti in Civitas educationis. Education, Politics and Culture, Unisob, Napoli, 2016;
  • Pedagogia della democrazia e dello sviluppo umano. Una testimonianza bio-bibliografica di ricerca alla Scuola di Firenze in F. Cambi, P. Federighi, A. Mariani (Ed.), La pedagogia critica e laica a Firenze: 1950-2015, Florence University Press, Firenze, 2015;
  • Ricostruire il senso di comunità nella terra dei fuochi: il manager educativo nello sviluppo territoriale integrato verso Europa 2020 (in coll. with M.L. Iavarone), in AA.VV., in Pedagogia “militante”. Diritti, culture, territori, ETS, Pisa, 2015;
  • L’università dei saperi connessi per la società dell’umanesimo planetario. Dal ‘Box Model’ della civiltà moderna al ‘Net Model’ della nuova Civitas educationis, in Civitas educationis. Education, Politics and Culture, n. 2, 2013;
  • La relazione fra saperi materiali e immateriali nei progetti di sviluppo locale: l’esperienza di InterlinkPlus, in Paloscia, E.Tarsi (), Capitale Umano e Patrimonio Territoriale per il progetto locale. Contributi di ricerca interdisciplinare in America Latina e Italia, ED.IT, Firenze 2012;
  • La neoalfabetizzazione planetaria della multidiversitas. Alla ricerca della Nouvelle Encyclopédie, in E. Frauenfelder, O. De Sanctis, E. Corbi, Civitas educationis, Liguori, Napoli, 2011;
  • Orefice, A. Carullo, Silvana Calaprice (Ed.), Le professioni educative e formative: dalla domanda sociale alla risposta legislativa, CEDAM, Padova, 2011;
  • Orefice P., Granera R.S.,G. Del Gobbo (Ed.), Potenziale umano e patrimonio territoriale. Per uno sviluppo sostenibile tra saperi locali e saperi globali, Liguori, Naples, 2010;
  • Introduzione alla Pedagogia ludica. La trama dei saperi emozionali e razionali nella “formazione leggera”, in Focus on Lifelong Lifewide Learning, n. 12, October 2008, review on line http://rivista.edaforum.it/
  • Società, formazione e lifelong learning, in Newsletter AISLO, n. 3, February 2007 (aislo.it);
  • La rivoluzione delle conoscenze in rete: una sfida per la formazione senza confini, in Frauenfelder E., Santoianni F. (Eds), Teorie dell’apprendimento e modelli della conoscenza, Guerini Scientifica, Serie FIRB, Milan, 2006;
  • Introduzione, Lo sviluppo della qualità dell’offerta formativa e dei professionisti della formazione, in Orefice P., Aberici A. (Eds), Le nuove figure professionali della formazione in età adulta. Profili e formazione universitaria, Franco Angeli, Milan, 2006;
  • Introduzione, L'apprendimento permanente nell'era della globalizzazione: la sfida planetaria della conoscenza, in Orefice P., Cunti A. (Eds), Multieda. Dimensioni dell’educare in età adulta: prospettive di ricerca e d’intervento, Liguori Editori, Naples, 2005;
  • L'apprendimento permanente nell'era della globalizzazione, in Focus on Lifelong Lifewide Learning, March 2005, n.1 review on line http://rivista.edaforum.it/
  • Apprendere la libertà. Ricordando Lamberto Borghi, in Orefice P., Cambi F. (Eds), Educazione, libertà, democrazia. Il pensiero pedagogico di Lamberto Borghi, Liguori Editore, Naples, 2005;
  • Conoscenza e formazione superiore on-line: costruire sistemi di qualità, in AA.VV,, Come costruire conoscenza in rete, Edizioni Menabò, Ortona, 2005;
  • Società, educazione e conoscenza: dal razionalismo disciplinare alla razionalità planetaria, in Orefice P., Sarracino V.(Eds), Nuove questioni di Pedagogia Sociale, Franco Angeli, Milan, 2004;
  • Dai contenuti disciplinari alle conoscenze competenti: la didattica integrata per la costruzione dei saperi personali, in Bruscagli R., Coppini B. (Eds), Formazione e aggiornamento dell’insegnante d’italiano, Edizioni ETS, Pisa, 2004;
  • Rapporto della missione in Angola. Per una proposta di Progetto educativo e formativo nazionale, provinciale e comunale integrato allo sviluppo umano sostenibile nel Piano biennale di lavoro UNOPS/PDH, in Studi sulla Formazione, Edizioni Gedit, Bologna, 2002, II;
  • Formazione e processo formativo. Ipotesi interpretative (in coll.), Milan, Franco Angeli, 1998;
  • Itinerari Mediterranei. Kit per operatori di didattica ambientale degli adulti (Argolide, Catalogna, Toscana), Tuscany Region, Florence, 1998;
  • I ritmi di vita di Piazza S. Croce. Un’esperienza di educazione ambientale a Scuola-Città Pestalozzi (in coll), Naples, Liguori, 1997;
  • Fondamenti teorici del processo formativo. Contributi per un’interpretazione (in coll.), Naples, Liguori,1996;
  • La qualificazione del sistema regionale di educazione degli adulti in Toscana. Rapporto di ricerca, Firenze, Educazione documenti/Regione Toscana, 1996;
  • Il Molise tra marginalità e sviluppo. Il contributo dell’educazione permanente. Ricerca sulla domanda e l’offerta formativa e culturale nella regione, Campobasso, Irrsae Molise, 1995;
  • I saperi dell’educazione. Aree di ricerca e insegnamento universitario (in coll.), Florence, La Nuova Italia, 1995;
  • Operatori, strutture, interventi di educazione permanente. Il Servizio di didattica territoriale nel comprensorio flegreo: il Laboratorio di educazione della comunità l’“assistenza in servizio” (in coll.), Firenze, La Nuova Italia, 1991
  • Comunità locali ed educazione permanente (in coll.), Naples, Liguori, 1981.