The flipped inclusion between existential paradigms and the mission of systemic inclusiveness

Abstract

The development of technologies and the historical-cultural change (De Kerckhove, 1996) entail paradigmatic changes with pedagogical mission acting in the triad of person-personality-professionalism. In a cross-media tendency (Masterman, 1997) to forms of mission reversal, in which there is a tendency to post-human technologization (Marchesini, 2002) and to a biologized technology (Taylor, 1980) it is necessary to activate focused experimentation forms. on a didactic action turned upside down by an augmented classroom, with a view to empowering an integrated educational system (Hawks, 1992). This is connected to the perspective pursued by the flipped inclusion model (De Giuseppe, Corona 2016a), organized with a view to overturning the educational system's vision and mission to be ethically placed in its being an experimental-democratic space of culture (Dewey, 1981) of the person and the contexts. Experimented at the University of Salerno, the model makes use of complex blended learning system learning, for levels of complexity, mixed and interactive, aimed at promoting the promotion of inclusive, formal, non-formal and informal profiles and communities.