{"title":"Re-thinking Method in Educational Work. The contribution of Piero Bertolini’s pedagogical theory","authors":"C. Palmieri","doi":"10.6092/ISSN.1970-2221/8595","DOIUrl":null,"url":null,"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 troublesome 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.","PeriodicalId":366273,"journal":{"name":"Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2018-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.6092/ISSN.1970-2221/8595","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
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 troublesome 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.
为了清楚地定义我们如何最好地理解教育领域的“方法”,本文对Piero Bertolini在《麻烦少年的教育学》(Per una pedagogia del ragazzo difficile)中提出的方法模型进行分析。这部作品具有重大的当代意义,原因有二。首先,本书清楚地阐述了理论和人类学假设,并有力地证明了它们与教育工作的方法论和实用主义方面的密切联系。其次,作者提出了一种思考教育方法和教育干预的丰富方式,超越了在社会工作和教育中广泛使用的仅仅是技术或“应用常识”的方法。我概述了决定贝托里尼概念化和实施教育方法的方式的当前价值的关键因素,特别是他特别关注的教学焦点。这些方法论的重点与某些当代趋势背道而驰,为坚实的教育专业主义提供了基础,这种专业主义始终保持一种探究的态度,并有能力与教育情况的结构不确定性一起工作。