Title	Full Professor
Family name	Santi
First name(s)	Marina
Date of birth	04-07-1964
Nationality	Italian
Academic degree	PhD in Pedagogy and Educational Science
Current position	Full Professor
Institution	Università di Padova, Dipartimento FISPPA Filosofia, Sociologia, Pedagogia e Psicologia applicata
Mailing address	Via Beato Pellegrino 28, 35137 Padova, Italia
Phone number	T +39 49 827 17 20
Email address	marina.santi@unipd.it

Marina Santi holds a PhD in Educational Sciences and is Full Professor in Didactics and Special Education. She works in the Department of Philosophy, Sociology, Pedagogy and Applied Psychology at University of Padova, Italy. Her research deals with dialogue and argumentation concerning knowledge construction processes and the investigation of social interaction as cognitive potential for learning. She specialises in classroom discussion both as method and context for the development of higher-order thinking skills and reflective capabilities. She is an expert on “Philosophy for Children”, a subject into which she has carried out a wide range of empirical research in order to evaluate the effectiveness of philosophical practice within communities of inquiry for the development of critical, creative and caring thinking and the construction of inclusive social environments. Her recent studies focuses on improvisation teaching and learning. Among her main publications: Marina Santi, Stefano Oliverio (eds.) (2012), Educating for Complex Thinking through Philosophical Inquiry . Models, advances and proposals for the new millennium, Napoli, Liguori; Santi M. (2010) (Ed.), Improvisation Between Technique and Spontaneity, Cambridge Scholar Publisher.

Selected recent publications

SANTI M. (2007). How student understand art: a change in children through philosophy. CHILDHOOD & PHILOSOPHY, vol. 3:5, ISSN: 1554-6713

SANTI M. (2007). Democracy and inquiry. The internalization of collaborative rules in a community of philosophical discourse. In: D. CAMHY (ed.). Philosophical foundations of innovative learning. pp. 110-123, SAINT AUGUSTIN: Academia Verlag

SANTI M., GIOLO ROSSELLA (2007). Teaching to philosophize in a socio-cultural approach. An activity model. In: Developing potential for learning. BUDAPEST, 28 AGOSTO 1 SETTEMBRE 2007, BUDAPEST: UNIVERSITY OF SZEGED, p. 297, ISBN/ISSN: 978-963-482-837-2

SANTI M. (2009). Philosophers go to school. Some constraints and shared remarks. In: E. MARSHAL, T. DOBASHI, B. WEBER (Eds.). Children philosophize worldwide. Theoretical and practical concepts. NEW YORK: Peter Lang.

SANTI M., GIOLO ROSSELLA (2009). A community of philosophical inquiry as context to promote argumentative thinking in children. An empirical study. In: Fostering communities of learners. AMSTERDAM, 21-27 AGOSTO 2009, AMSTERDAM, ISBN/ISSN: ISBN EAN978-90-70087-20-5

SANTI M. (a cura di) (2010). Improvisation. Between Technique and Spontaneity. CAMBRIDGE: Cambridge Scholar Publishing, ISBN: 3-05-002188-8

SANTI M., ILLETTERATI L (2010). Improvisation. Between Performance Art and Lifeworld. In: SANTI M. ED.. Improvisation. Between Technique and Spontaneity. CAMBRIDGE: Cambridge Scholar Publishing, ISBN/ISSN: 3-05-002188-8

SANTI M. (2010). Philosophizing as healthy functioning: promoting activity and participation within communities. In: Philosophy for Children: Thinking and Health. MOSCA, 7-10 NOVEMBRE 2010, MOSCA, p. 317-318, ISBN/ISSN: 9785903922918

SANTI M., GHEDIN E. (2010). Index of Commitment for inclusion. In: Book of Abstracts, Learning, Teaching and Diversity. Frankfurt am Main, Germany, 6-7 September

SANTI M., GHEDIN E. (2011). Index of commitment toward flourishing inclusion, Children’s Capabilities Conference 11-12 April 2011 Cambridge, UK.

SANTI M., GHEDIN E. (2012). The evaluation of Commitment toward Inclusion: A Repertoire for Flourishing Communities. In: Trapani Marco. Book of Abstracts. Venice, Italy, 1-4 November, 2012, vol. 1, p. 89-90, www.lulu.com, ISBN: 9781291157420

SANTI M., OLIVERIO S. (eds.) (2012), Educating for Complex Thinking through Philosophical Inquiry. Models, advances and proposals for the new millennium, Napoli, Liguori, pp.1-622. ISBN-10: 8820757109; ISBN-13: 9788820757106

SANTI M., OLIVERIO S. (2012), Educating for Complex Thinking through Philosophical Inquiry: Some Premises, in SANTI M., OLIVERIO S. (eds.) (2012), Educating for Complex Thinking through Philosophical Inquiry. Models, advances and proposals for the new millennium, Napoli, Liguori, pp.1-13. ISBN-10: 8820757109; ISBN-13: 9788820757106

DI MASI D., SANTI M., (2012) Poli§ofia: A P4C Curriculum towards Citizenship Education, in SANTI M., OLIVERIO S. (eds.) (2012), Educating for Complex Thinking through Philosophical Inquiry. Models, advances and proposals for the new millennium, Napoli, Liguori, pp.151-167. ISBN-10: 8820757109; ISBN-13: 9788820757106

SANTI M. (2012), Towards “Complex Evaluation”: A Short Review and a Triple-Perspective Framework to Evaluate Philosophical Argumentation Activity in the Community of Inquiry, in SANTI M., OLIVERIO S. (eds.) (2012), Educating for Complex Thinking through Philosophical Inquiry. Models, advances and proposals for the new millennium, Napoli, Liguori, pp.437-460. ISBN-10: 8820757109; ISBN-13: 9788820757106

BIGGERI M., SANTI M. (2012). The Missing Dimensions of Children’s Well-being and Well-becoming in Education Systems: Capabilities and Philosophy for Children. Journal of Human Development and Capabilities, 13(3), 373-395.

SANTI M., DI MASI D. (2014). Pedagogies to Develop Children’s Agency in School, in Saroijni Hart C., Biggeri M., Babic B., Agency and Participation in Childhood and Youth. International Application of the Capability Approach in Schools and Beyond, London: Bloomsbury, pp.123-144.

SANTI M., (2014). Philosophie Inclusive? In Marie-Pierre Grosjean (dir.), La philosophie au coeur de l’éducation, Autour de Matthew Lipman, pp. 97-127.

SANTI M. (2014). Epistemologia dell’inclusione? Un paradosso “speciale” per una sfida possibile. In L. D’Alonzo (a cura di), Ontologia “Special Education”, Lecce: Pensa, pp. 13-33.

SANTI M. (2014). Doing Philosophy in the Classroom as Community Activity: a Cultural-Historical Approach. Childhood & Philosophy, Vol. 10, n. 20.

DI MASI D., SANTI M. (2015). Learning Democratic Thinking: Philosophy for Children as Citizens, submitted to Journal of Curriculum Studies.

SANTI M., GHEDIN E. (2014). Commitment Toward Inclusion Repertoire: A Tool for Flourishing Communities. Interacções, Vol. 33, 189-216

DI MASI D., SANTI M. (2015). Learning Democratic Thinking: Philosophy for Children as Citizens, Journal of Curriculum Studies Vol. 47(6).

SANTI M., ZORZI E. (2012). Unexpected education: improvisation as form of developmental “Complex Thinking”, in Philosophy for Children: Intellect and Creativity, Mokba: Schoolbook, pp.37-41.

SANTI M., ZORZI E. (2016) (Eds.), Education as Jazz,. Interdisciplinary Sketches on a New Metaphor. New Castle: Cambridge Scholar Publishing.

SANTI M., ZORZI E. (2015). L’improvvisazione tra metodo e atteggiamento: potenzialità didattiche per l’educazione di oggi e di domani, Itinera, Vol.10, 351-361.

SANTI M. (2015). Improvvisare creatività: nove principi di didattica sull’eco di un discorso polifonico. Studium Educationis, Vol. 2, 103-113.

SANTI M. (2016). Education as Jazz: Escaping the Monologue of Teaching, in Santi M., Zorzi E., Education as Jazz. Interdisciplinary Sketches on a New Metaphor. New Castle: Cambridge Scholar Publishing.

ZORZI E., SANTI M. (2016). Teacher as Improviser: a jazz perspective for reciprocal learning, in Santi M., Zorzi E., Education as Jazz. Interdisciplinary Sketches on a New Metaphor. New Castle: Cambridge Scholar Publishing.

KOHAN,W.O, SANTI, M., WOSNIAK. J.T., (2016). “Philosophy for Teachers. Between ignorance, invention and improvisation. In: Maughn Rollins Gregory (Editor), Joanna Haynes (Editor), Karin Murris (Editor).The Routledge International Handbook of Philosophy for Children. Rotterdam: Routledge, 2016.