The New Construct of Well-Being in the Sars-Cov19 Era and Governance Policies Between System Dimensions in the Flipped Inclusion Model

Abstract

The complex postmodern hyperstimulation exacerbated by the pandemic crisis from Sars-Cov19 is producing a proliferation of psycho-social paradoxes not always consciously managed. Through an investment in the transformative power of education for a permanent organizational the flipped inclusion model didactically transpose the design architecture of computational thinking and affects both the transformation of identity (by acting on learning, communicative, relational, and attribution styles) in an inclusive plural perspective, and indirectly for the promotion of inclusive contests, as emerges from the data of multi-research method being tested since 2014 at the University of Salerno. The activation of experiential training strategies, which affect the promotion of prosocial value, allows to foster an education in the management of potential risks deriving from unconscious transductive processes, generated in hybrid social systems formal, non-formal, and informal, virtual and real.

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“…In this regard, in the wake of what has been outlined, it is suggested that innovative educational models be included in the IEP, such as Flipped Inclusion (FI), being tested at the University of Salerno since 2014, whose research data corroborate the transformative impact on students' learning, cognitive and attribution styles (Corona et al 2020). This existential planning model allows us to glimpse the epicenter for the construction of a new civilization project, supported by the re-signification of community values (De Giuseppe et al 2022). Based on the systemic logic of complementarity and social equity, the FI educational avantgarde model aims at building inclusive contexts for the promotion of the Quality of Life of self-determined people, of identities in fieri.…”