La forza della realtà nell’agire educativo

Abstract

This paper deals with the role that the impact with reality has in educational action and, in particular, the need to take into account the «face» of the other, especially when he resists our proposals and the educator has to take on the ethical responsibility deriving from such a situation. In this perspective, some of the suggestions of J. Rawls to take into account a reasonableness principle are considered. Then, the position of the «Gestalt» psychologists on the development of cultural, esthetic and moral values, as well as the educational consequences, are described. Finally, on the basis of the theory of capabilities of A. Sen and M. Nussbaum, the educational importance of the conversational theory of G. Pask and D. Laurillard, and the role of feedback, whether positive or negative in the learning process, is considered. The conclusion is that the impact with reality can be a source of new and better perspectives and procedures for educational action.

Discursive Practices and Teaching Mediation to Support Learning in Mathematics and Italian in Primary School from Fenix Program

“…The structural coupling -the exchanges -between those involved and the context would be characterised by simplexity, which would in turn be supported by processes of "typicalisation", or rather of research into similarities between the current situation and previous experiences within forms of generalisation necessary to the action. Other perspectives, substantially relating to the need to grant a renewed centrality to the student as a 'reality' around which we then construct or should construct within the didactic process, propose we basically conceptualise the action in a conversational key (Pellerey, 2014). The studentwith his own 'resistances', unexpected answers, his own way of perceiving the world -is the point of reference for the intense activity that the teacher -starting with his own projects, intentions, hypotheses of action -puts into action upon seeing it as such; rather than being aimed directly at the student, the teacher directs this activity more to himself in order to establish more suitable possibilities for meetings and support, starting with the subjective and objective-instrumental resources that he deems useful for the purpose.…”

Enseñar a estudiar: clave estratégica para promover la inclusión. Intervención con los futuros maestros de la escuela primaria

“…La prospettiva dell'apprendimento autoregolato implica la necessità che gli studenti si percepiscano come competenti, capaci di controllare il proprio apprendimento e di autodeterminare le proprie azioni interagendo affettivamente con l'ambiente nel quale si sviluppano (Cozzolino, 2014). Pellerey (2014), infatti sostiene che si parla di studenti autoregolati in riferimento alla loro capacità di risolvere problemi, applicare strategie, interpretare risultati e monitorare la propria riuscita.…”