Never a century, as what has gone before us, has seen the proliferation of so many disciplines, from human to science, from ecological and ethological those many others. How are articulated in the past century, the various epistemological debates within the education and science education? From the reaction all’idealismo individuiamo tre orientamenti entro i quali i processi formativi si sviluppano: empirista, umanista e materialista. Intorno a queste attitudini epistemologiche ruotano tre paradigmi: quello tecnologico, quella pratico e quello clinico. Riassumo alcuni aspetti di tale impostazione tripartita che mi sembra esaustiva del recente panorama. A) Nella prospettiva empirista, erede dell’illuminismo laico e progressista , ciò che è importante è la possibilità di osservare, controllare e misurare i dati empirici. Per la pedagogia questo significa poter mettere a punto tecniche efficaci di intervento e liberarsi così della tradizione idealista e spiritualista. All’interno di questa prospettiva empiricist find, in the '60s, pragmatism, behaviorism, cognitivism and the analytical perspective. These trends, in various ways, accentuating the experimental model and technology, and the primacy of the cognitive component at the expense of emotion. "In summary, we can say that the prospect will pragmatist pedagogy as socially-oriented multidisciplinary educational research (Visalberghi, 1965), the behaviorist as technology education (Skinner, 1968), the analytic linguistic philosophy of education (Phillips, 1985) and how the cognitive psychology of education. "
In the '70s and '80s, the debate focuses more on research qualitativa della comunicazione didattica (L. Lumbelli, 1982), che riecheggia l’approccio non direttivo di C. Rogers, e sulla gestione dei problemi socioemotivi della gestione della classe (Genovese e Kanizsa, 1989). L’interesse per gli stili affettivi e relazionali della prima infanzia è proposto da S. Mantovani (1995) che media tra cognitivismo e teoria dell’attaccamento di Bowlby, ma anche in queste prospettive “resta irrinunciabile una istanza di rigore metodologico, da intendersi come controllo intersoggettivo e falsificazione empirica di ipotesi determinate”. Dal punto di vista didattico si mettono a punto materiali prestrutturati e apparati rivelativi e classificatori che permettano di comparare gli standard di produttività school with those of other countries. Teaching thus risks running out of the use of measuring instruments.
Other implications of the guidelines matrix empiricist concern: "dominance of Education and cognitive education and affection (confused with sentimental values \u200b\u200band instances), flattening of the concept of training to education, great attention to the stage of preadolescence, all'iperscolasticismo trend, emphasis on cognitive and cultural skills instrumental, I suspect the intrusion of social concerns that quotas would end up distorting the statutory mandate of the school, and again, great interest in education at a distance and a multimedia teaching that respects all the resources offered by audio-visual and computer. "
B) The humanist perspective conceives of the pedagogical knowledge in the style of his humanist philosophy , while integrating it with the results of science. Here too we can distinguish some characterizations related to the personalist philosophy, transcendental and hermeneutic. The personal perspective, his call for human values, it is spread mainly by Catholic teaching. Here pedagogy, understood as a practical science, is given importance to both the prescriptive side than to the methodology. From this perspective, educational practice is understood by gestures, action. This is what allows L. Romanini said: "I think ut Agam, needle ut intelligam. Be and do express themselves and then combine with each other.
In the phenomenological perspective, represented mainly by P. Bertolini (1988), "pedagogy, rather than naturalistic objectification of facts, is intended as eidetic analysis. Are so manifest and deliberate sense of direction that structure originating in education as an experience of intersubjective constitution of the world. The most important of them relate to the categories of relationship, overall, opportunities and irreversibility. "
The hermeneutic perspective, the first due to Schleiermacher and Dilthey, and then, in the eighties to Nietzsche, Heidegger, Gadamer, Ricoeur, Pareyson, "develops in a cultural climate marked by the 'crisis of reason', from 'weak thought' and the deconstructive tendencies of postmodernism." Within this guidance, identify different strategies: the first is deconstructive to the effect that "the end of the epistemological turn requires a pedagogy capable of overcoming the moralism and the technicality ... A second methodological strategy is practiced in conjunction with the psychoanalytic perspective, as the clinical interpretation of concrete educational situations, but also of narrative episodes concerning stories and training. " It is in this case of a hermeneutics of the learning experience. Then we have a third strategy that "ethical and doctrinal aims to rebuild, so the aim of a new ontology phenomenology careful epistemological latest trends (Malavasi, 1992), as by an assumption of critical pedagogy (Muzi Piromallo and Gambardella, 1995) ".
This assumption, 'critical pedagogy', it makes sense for A. Granese and F. Change, the reappropriation of the 'implicit pedagogical' not recognized, but agents in philosophy, epistemology and science in general. Locate these implicit pedagogical means, for these authors, allow pedagogy to conduct a radical critique of the philosophical, scientific and epistemological in respect of whom it is always placed in relation to addiction.
conclusion, compared to the empirical perspective, the human position favors the reference to the individual, to a subjectivity motivated, focused and accountable. The claims primacy over the teaching pedagogy, emphasizes the centrality of the educational philosophy of education as well as identifying or moral philosophy. There is concern for the neglected children and adolescents, family support and interest in the social dimension.
C) After the failure of projects experimental investigation of a hegemony and the foundation on philosophical presuppositions, pedagogy opens to research that builds on the possible convergence between a constructivist perspective and some derived from phenomenology, hermeneutics and psychoanalysis from: the materialist perspective. "This horizon can be projected in a material sense because it insists that the educational experience (cognitive and emotional at the same time) is nothing but a continual generation, connection, transformation and extinction of practical and social constructs operate on the physical and emotional events. It does not consist of depictions of intellectual, as stated in the el'empirismo rationalism, but una “macchina teatrale” di strutture materiali a specifica valenza simbolica che si esprimono in sistemi relazionali complessi”.
In questa impostazione, la visione pedagogica non insiste tanto sulla valorizzazione di principi oggettivi o soggettivi, quanto sulla molteplicità di processi formativi autopoietici. Questa prospettiva autopoietica pone in discussione il concetto di “apprendimento”, in quanto esso lascerebbe presupporre l’assunzione di entità statiche predefinite. Come nell’approccio fenomenologico di Maurice Merleau-Ponty prima e di Francisco Varela poi, la conoscenza è riportata alla sua matrice esistenziale, che è al contempo corporea ed emotiva.
“Tutto questo comporta a shift from post-structuralism to a new hermeneutic structuralism and metaphysics, on a plurality of constructs rather than some conventional structures determinants. The organizational dynamics, rather than necessary and is always guaranteed safe. This structured and unstructured, that is growth and change from many variations, is what affects the pedagogy.
Within the materialist perspective, in addition to the above mentioned attempt to bring together multiple disciplines, we find the influence of Marxist and neo-Marxist perspective on pedagogy. These perspectives, flourishing in the eighties, read the school as an ideological apparatus of state and propose a critique of epistemology and pedagogy. The focus has shifted to the historical and social components of training, management training systems, modeling of the school system, on youth, on women, on the relationship between education and the labor market etc.. Here echoes the writings of L. Althusser, T. Adorno, M. Horkheimer, H. Marcuse, J. Habermas. Also under
material found both the structuralist perspective, which derives from authors such as Lévi-Strauss, Althusser, Lacan and Foucault in particular, both the psychoanalytic perspective with its symbolic dimension and its components unconscious and instinctual. What in the latter position is set and the teamwork that allows for cognitive and affective development of the training work, in other words, through the analysis of literary documents or personal histories or body activity and expression is brought out the character 'clinical' pedagogical knowledge.
Finally I note that in recent years has established the current systemic-constructivist pedagogy, which, with its sense of epistemology, education, analyzes the knowledge systems that are produced by the processes of learning and who preside over them.
Finally, again with Massa and Bertolini summarize the implications of meta-theoretical perspective according to which the materialistic nature pedagogy relates to the psychosocial sciences. Its purpose is knowledge and understanding autotransformer. The logic is that type of circumstantial and reconstruction. The methodology is clear, varied and variable. Also, "pedagogy, educational science as separate, is a science education. These are represented by all the psycho-social sciences, including psychoanalysis, cultural anthropology, specializing in what, from their points of view on the analysis of the educational components ... A real general education can only establish itself as a science of education Specifically, legitimizing its side is a real epistemology teaching, is a philosophy of education as a discipline ... Such a purely philosophical field of inquiry, which is flanked by the history of pedagogy and education on the one hand, the other comparative education, it is referred to as d 'set of' pedagogy and educational science ', which implies that there is no hierarchy of a science teacher ... The concept of science is devoid of any truthful claim, but involves an allocation of rigor and relevance of discourse topic, critical reference and effectiveness ".
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