Aline Nardo
Biographic Data
| ID | 5994056 |
|---|---|
| NAME | Aline Nardo |
| GIVEN NAMES | Aline |
| FAMILY NAME | Nardo |
| SIGNATURE | NARDO A |
| AFFILIATIONS | Education Scotland |
| ORCID | 0000-0002-8570-1118 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Designing Games for Ethical Deliberation
Approaches to game-based learning often frame games as tools to deliver content efficiently or increase student engagement. Approaches that focus more on games as mediators of educational discourse are currently underexplored. This article presents a framework centered on play for ethical deliberation, or the key elements necessary to create educational ethics games suited for contexts where ethics cannot be taught as content. Rather than teachin…
Searching and Finding “duende”
In this paper, we bring into conversation the Spanish poet Federico García Lorca (1898–1936) with American pragmatist philosopher John Dewey. We aim to explore how Lorca’s conceptualization of “duende” might provide a complimentary perspective to Dewey’s aesthetic theory as a basis for an aesthetic education oriented towards social rather than merely individual transformation. While both highlight the social nature of aesthetic experience and, wi…
Dwelling’ as an educational concept
This article explores an educational philosophy centred around the notion of ‘dwelling’. Building on the analysis of Heidegger, Roth, Dewey, Emerson, and Haraway, the article reflects on how ‘dwelling’ foregrounds a certain quality of engagement with the present as the focal point of educational theory and practice. To this end, it considers how the concept of ‘dwelling’ can contribute to the development of present-oriented theoretical perspectiv…
Exploring a Vygotskian Theory of Education and Its Evolutionary Foundations
Despite his popularity in educational discourses, Lev S. Vygotsky tends to be read mainly as an educational psychologist or learning theorist. His potential contribution to a theory of education remains largely undiscussed. The Zone of Proximal Development (ZPD) is often misunderstood as a sort of “educational tool,” which severely reduces the richness of the concept emerging from Vygotsky's works. In this essay, Aline Nardo argues that acknowled…
Wicked problems’ as catalysts for learning in educational ethics games
In this paper we discuss the potential of digital games to create meaningful educational experiences that contribute to the learning of ethics in higher education (HE) Science, Technology, Engineering and Mathematics (STEM) degrees. We describe the design of a new digital ethics game with a focus on the challenges we encountered when applying existing theoretical frameworks for educational games and propose ways to address these challenges. We co…
Dwelling’ as an educational concept
This article explores an educational philosophy centred around the notion of ‘dwelling’. Building on the analysis of Heidegger, Roth, Dewey, Emerson, and Haraway, the article reflects on how ‘dwelling’ foregrounds a certain quality of engagement with the present as the focal point of educational theory and practice. To this end, it considers how the concept of ‘dwelling’ can contribute to the development of present-oriented theoretical perspectiv…
Exploring a Vygotskian Theory of Education and Its Evolutionary Foundations
Despite his popularity in educational discourses, Lev S. Vygotsky tends to be read mainly as an educational psychologist or learning theorist. His potential contribution to a theory of education remains largely undiscussed. The Zone of Proximal Development (ZPD) is often misunderstood as a sort of “educational tool,” which severely reduces the richness of the concept emerging from Vygotsky's works. In this essay, Aline Nardo argues that acknowled…
Wicked problems’ as catalysts for learning in educational ethics games
In this paper we discuss the potential of digital games to create meaningful educational experiences that contribute to the learning of ethics in higher education (HE) Science, Technology, Engineering and Mathematics (STEM) degrees. We describe the design of a new digital ethics game with a focus on the challenges we encountered when applying existing theoretical frameworks for educational games and propose ways to address these challenges. We co…
Dwelling’ as an educational concept
This article explores an educational philosophy centred around the notion of ‘dwelling’. Building on the analysis of Heidegger, Roth, Dewey, Emerson, and Haraway, the article reflects on how ‘dwelling’ foregrounds a certain quality of engagement with the present as the focal point of educational theory and practice. To this end, it considers how the concept of ‘dwelling’ can contribute to the development of present-oriented theoretical perspectiv…
Designing Games for Ethical Deliberation
Approaches to game-based learning often frame games as tools to deliver content efficiently or increase student engagement. Approaches that focus more on games as mediators of educational discourse are currently underexplored. This article presents a framework centered on play for ethical deliberation, or the key elements necessary to create educational ethics games suited for contexts where ethics cannot be taught as content. Rather than teachin…
Searching and Finding “duende”
In this paper, we bring into conversation the Spanish poet Federico García Lorca (1898–1936) with American pragmatist philosopher John Dewey. We aim to explore how Lorca’s conceptualization of “duende” might provide a complimentary perspective to Dewey’s aesthetic theory as a basis for an aesthetic education oriented towards social rather than merely individual transformation. While both highlight the social nature of aesthetic experience and, wi…
Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works) · Context (archaeology (2 works) · Educational Games and Gamification (2 works) · Epistemology (2 works) · Higher education (2 works) · Innovative Teaching and Learning Methods (2 works) · Philosophy of education (2 works) · Social Psychology (2 works)