This research aims at investigating on a particular dimension in education that focuses on learning and on how much the process of “humanization of the human being” is pedagogically sustainable. This processes properly directed, settle down “electively” and become, in the educational process, styles, models, attitudes and behaviours in an onto-metaphysical ethic and hermeneutic sense. This scientific perspective identifies authors and theories epistemologically placed on a double direction of theoretical investigation: the first neuropsychologically orientated (Bateson, Damasio, Hillman, Putnam, Edelmann, Fodor, Dennett, Maturana, Varela, Karmiloff-Smith) and the second pedagogically end educationally, didactically orientated (Momtessori, Piaget, Bruner, Durkhaim, Dewey, Gentile, Mounier, Maritain, Acone, Catalfamo, Gennari, Moscato, Ferroni). This hypothesis considers the intersection points of these two theoretical approaches in the attempt to look at them in unity, since too often they have been sharply divided and fragmented. In this perspective, the main interest of this research shifts from a technicalprocedural and stadial analysis to a more general philosophical paradigms of pedagogy and didactics, also in the neurosciences perspective.

RELATIONSHIP IN EDUCATION: ELECTIVITY AND IMMERSION

VISCONTI, Elena;PASTENA, Nicolina;GOMEZ PALOMA, FILIPPO
2013

Abstract

This research aims at investigating on a particular dimension in education that focuses on learning and on how much the process of “humanization of the human being” is pedagogically sustainable. This processes properly directed, settle down “electively” and become, in the educational process, styles, models, attitudes and behaviours in an onto-metaphysical ethic and hermeneutic sense. This scientific perspective identifies authors and theories epistemologically placed on a double direction of theoretical investigation: the first neuropsychologically orientated (Bateson, Damasio, Hillman, Putnam, Edelmann, Fodor, Dennett, Maturana, Varela, Karmiloff-Smith) and the second pedagogically end educationally, didactically orientated (Momtessori, Piaget, Bruner, Durkhaim, Dewey, Gentile, Mounier, Maritain, Acone, Catalfamo, Gennari, Moscato, Ferroni). This hypothesis considers the intersection points of these two theoretical approaches in the attempt to look at them in unity, since too often they have been sharply divided and fragmented. In this perspective, the main interest of this research shifts from a technicalprocedural and stadial analysis to a more general philosophical paradigms of pedagogy and didactics, also in the neurosciences perspective.
978-989-97866-5-3
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11386/4010452
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