2018 - Franco Angeli
Artikel
Digital Version
Herunterladen | Kopieren/Einfügen | Drucken
Le transizioni formative : esperienza, educazione e pratiche riflessive
108-124 p.
- The current economic and social crisis has reinforced the idea that education may be the answer to defending, if not one's employment, at the very least one's em-ployability. Dewey's Democracy and Education helps us to contemplate the relationship be-tween education and work from an alternative and more radical perspective. In the current paper, we take selected aspects of the unconventional relationship between experience and education proposed by Dewey as a framework for exploring the contemporary theme of career transitions. Given how strongly transition features in our working lives, recognizing its educational potential could allow us to use practices of transition as a reflective dispositive for professional self-development. How may we think of and practice transition as a significant pedagogical opportunity to increase self-empowerment? The concept of plasticity is very helpful to us in thinking the relations among education, work and transition.
- Applying plasticity to experience means that a transition can be transformed into a time of knowledge construction and reflectiveness. For Dewey, experience is reflection. Activity alone does not constitute experience. Experience is primarily an active-passive phenomenon rather than cognitive. Concrete action gives rise to experience and with experience comes the possibility to create knowledge. Finally Dewey reminds us not to overlook the formative value of 'direct participation in life'. Recognition of learning by doing and learning from experience is a specific requirement for professional training today. This Dewey's concept underpins the most sophisticated and up-to-date training methods currently on offer, which promote a return to forms of experience that are less mediated by the classroom and closer to everyday life.
- Rereading Democracy and Education in light of the demands of the contemporary labour market and the debate on 'forms of life' prompts us to pay closer attention to the 'singularity of experience' and to value the knowledge held by 'communities of practice' [Publisher's text].
Ist Teil von
Educational reflective practices : 2, 2018-
Informationen
ISSN: 2279-9605
-
In derselben Datei
- Introduzione
- Sexuality Education : un paradigma trasformativo
- Promuovere e valutare le abilità di pensiero critico nella formazione iniziale degli insegnanti
- A walk on the wild side of medicine : a review of The Resident
- Apprendimento e trasformazione in età adulta : le transizioni identitarie secondo la prospettiva pedagogica
- Le soft skill nelle professioni sanitarie : è possibile insegnarle?
- Soft skills e curriculum universitario : un caso applicato per i laureati di ingegneria
- Le transizioni formative : esperienza, educazione e pratiche riflessive
- Quella necessaria scissione fra maestro e allievo : per una pedagogia lacaniana
- Teachers have the power! : empowerment e agire didattico inclusivo
- Interventi metacognitivi evidence-based per i Disturbi della Comprensione Testuale : il ruolo del pensiero riflessivo
- Consapevolezza psicofisiologica per la relazione didattica : esperienze laboratoriali con insegnanti
- Riflessione, narrazione e apprendimento trasformativo
- Theory and Practice for Understanding Process and Outcomes of Transformative Learning
- Narrazione e temporalità : la prospettiva riflessiva nell'orientamento formativo
- Students' Attitudes Toward The Influence of Religion in Society : a connection between Dobbelaere's Compartmentalization and Citizenship Education
- Il rapporto tra Didattica generale e Didattiche disciplinari : la teoria della semplessità come possibile trait-d'union
- Autori