Being educators in extreme contexts. When practice challenges theory

F. L. Presti, Fausta Sabatano
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引用次数: 0

Abstract

Educating in extreme contexts means accomplishing a challenge with at the same time different degrees of complexity and difficulty. Of course, the skills and professionalism of an educator (professional, teacher, children’s entertainer) who works in such contexts must have characteristics of such specialization so as, in some way, to “systemize” the emergency, its being not a random event to be managed, but a condition of the working context. Starting from these premises, this contribution intends highlighting the importance which the professional training of educators takes on in the construction of transversal skills in particularly problematic contexts, in the proposal of a phenomenological perspective of education, focused on the subjective value of experience and sense making.
在极端环境下做教育者。当实践挑战理论
在极端环境下的教育意味着完成一个挑战,同时具有不同程度的复杂性和难度。当然,在这种情况下工作的教育工作者(专业人士、教师、儿童艺人)的技能和专业精神必须具有这种专业化的特征,以便在某种程度上使紧急情况“系统化”,它不是一个需要管理的随机事件,而是工作环境的一个条件。从这些前提出发,本贡献旨在强调教育工作者的专业培训在特别有问题的背景下构建横向技能方面的重要性,在教育现象学观点的建议中,关注经验和意义的主观价值。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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