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Philosophy and Pedagogy Course

The Greeks conceived of Paideia, the Humanitas and Latin, such as research and the realization that man makes of himself thanks to the 'fine arts', such as philosophy, poetry, eloquence etc. The main characters of this type of education that leads to the creation of every single man, concerned the search for truth and the knowledge that man can only take place in the community, the polis. In this sense it is understood by Aristotle's statement that man is 'naturally' be a politician. Human nature exists as an end then, as a final product del processo di educazione; un ideale da realizzare. Questo tipo di educazione non comprendeva né le attività utilitaristiche, i mestieri e i lavori manuali erano infatti relegati agli schiavi, né la ricerca di un destino ultra-mondano dell’uomo.

Con il Medioevo la filosofia assume la connotazione di ‘arte liberale’ per eccellenza. La paidéia è organizzata dalle sette arti liberali apprese nel Trivio (grammatica, retorica, dialettica) e nel Quadrivio (aritmetica, geometria, astronomia, musica). Il fine è la preparazione dell’uomo ai doveri religiosi e alla vita ultra-mondana. La filosofia diventa allora ancilla theologiae, dimostrazione della verità della fede; la chiave d’accesso alle verità rivelate. In tale periodo, nel concetto di educazione ritroviamo un carattere aristocratico e contemplativo, tipici anche dell’età precedente, ma qui scompare l’aspetto naturalistico.

Durante il Rinascimento la religione diventa elemento integrante dell’educazione, non tanto perché ci prepara ad un'altra vita, ma perché ci aiuta a vivere bene ora, nella nostra vita. Viene recuperato così l’aspetto naturalistico; l’educazione mira a far vivere bene l’uomo nel suo mondo. Si assiste al ritorno dei valori della civiltà greco-romana, ma più che sul carattere contemplative, the emphasis is on the active character of the "wisdom", that man comes to be realized through the wisdom, and this is still reserved for aristocrats.
Enlightenment (Philosophie des lumières) becomes manifest hostility to the tradition, believed to be a source of prejudice and beliefs, and to the authorities. Every field of human experience is subject to the criticism of reason. Education is now being designed as an instrument of social and individual renewal. The culture is becoming universal and encyclopedic knowledge is enhanced ie new arts in the meantime had developed, such as physics, natural sciences, philology etc..

The multiplication of these different types of knowledge has not increased but the "knowledge", but has resulted in isolated, summary and specific knowledge, the result of positivist thought. The spiral of industrialization in fact implies that expertise is more specific and know more and more fragmented. The aim of education is adapting to a technical training which has as its goal the economic performance. Embarked on the road seems to dead end. I attempted to return to a conception antipositivistica of knowledge and education, namely the ideal of a formation that tends to the creation of man in his form or very nature, it seems paradoxical to exclude the man from his socio-historical context, but that does not mean that you feel a sense of 'non-fulfillment' of human nature.

Comenius who with his Didactica magna (1657) "based pedagogy as a method of education", and after a big jump in time, Pestalozzi, that two centuries after Comenius, "raises the child as the subject center of the educational process, and organization of school as an institution vital to the development of society. " I remember M. Montessori and E. Claparède, going into the first scientific procedures for control of the teaching methodology and the early relationship between pedagogy and psychology. In this 'contact' will follow the relationships between pedagogy and sociology, and others, to determine the progressive detachment from the philosophy of pedagogy, and implementation of an educational process including various fields of knowledge.