With the aim of clearly defining how we may best understand ‘method’ in the field of education, this paper offers an analysis of the methodological model proposed by Piero Bertolini in Per una pedagogia del ragazzo difficile (Pedagogy for the trouble- some juvenile). This work is of great contemporary relevance for two reasons. First, the theoretical and anthropological assumptions are clearly stated and their intimate connection with the methodological and pragmatic aspects of educational work compellingly demonstrated. Second, the author suggests a fertile way of thinking about educational method and educational intervention that goes beyond the merely technical or ‘applied common sense’ approaches that are widespread in social work and education. I outline the key elements determining the current value of Bertolini’s way of conceptualizing and implementing the educational method, especially his specifically pedagogical focuses of attention. These methodological focuses run counter to certain contemporary tendencies, providing the basis for a solid educational professionalism that always maintains an attitude of inquiry, and that has the capacity to work with the structural uncertainty of educational situations.
Palmieri, C. (2018). Re-thinking Method in Educational Work. The contribution of Piero Bertolini’s pedagogical theory. RICERCHE DI PEDAGOGIA E DIDATTICA, 13(2), 89-107 [10.6092/issn.1970-2221/8595].
Re-thinking Method in Educational Work. The contribution of Piero Bertolini’s pedagogical theory
Palmieri, C
2018
Abstract
With the aim of clearly defining how we may best understand ‘method’ in the field of education, this paper offers an analysis of the methodological model proposed by Piero Bertolini in Per una pedagogia del ragazzo difficile (Pedagogy for the trouble- some juvenile). This work is of great contemporary relevance for two reasons. First, the theoretical and anthropological assumptions are clearly stated and their intimate connection with the methodological and pragmatic aspects of educational work compellingly demonstrated. Second, the author suggests a fertile way of thinking about educational method and educational intervention that goes beyond the merely technical or ‘applied common sense’ approaches that are widespread in social work and education. I outline the key elements determining the current value of Bertolini’s way of conceptualizing and implementing the educational method, especially his specifically pedagogical focuses of attention. These methodological focuses run counter to certain contemporary tendencies, providing the basis for a solid educational professionalism that always maintains an attitude of inquiry, and that has the capacity to work with the structural uncertainty of educational situations.File | Dimensione | Formato | |
---|---|---|---|
Re-tihinking Method RPD 2018.pdf
accesso aperto
Tipologia di allegato:
Publisher’s Version (Version of Record, VoR)
Dimensione
212.4 kB
Formato
Adobe PDF
|
212.4 kB | Adobe PDF | Visualizza/Apri |
I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.