{"title":"The contemporary relevance of “Ragazzi difficili”. Educational dispositives and rehabilitation practices","authors":"P. Barone","doi":"10.6092/ISSN.1970-2221/8588","DOIUrl":null,"url":null,"abstract":"The work of Piero Bertolini crucially influenced the pedagogical study of juvenile delinquency in Italy. His theoretical contribution changed the dominant interpretative paradigm, which had previously been informed by a psychological/medical and corrective model. By redefining rehabilitation and introducing the key notion of “intentional consciousness” as a basis for helping subjects to take responsibility for their conduct, Bertolini prompted educators to adopt a new perspective and to reconsider their own stance within their educational work with teenage offenders. Although this novel educational focus demands a different emphasis on the young person’s subjectivity, it is not enough to reflect on the “subject”: the importance attributed by Bertolini to “education as a field of experience” means that, in engaging with his “tough kids”, we must also take due account of the “materiality” of education, while remaining within a phenomenological framework. This is one aspect of the contemporary relevance of “ Per una pedagogia del ragazzo difficile ” ( Pedagogy for troublesome juvenile , 1965) for a book that speaks directly and meaningfully to the professional development of today’s new generations of education practitioners.","PeriodicalId":366273,"journal":{"name":"Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education","volume":"126 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2018-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","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.1970-2221/8588","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1
Abstract
The work of Piero Bertolini crucially influenced the pedagogical study of juvenile delinquency in Italy. His theoretical contribution changed the dominant interpretative paradigm, which had previously been informed by a psychological/medical and corrective model. By redefining rehabilitation and introducing the key notion of “intentional consciousness” as a basis for helping subjects to take responsibility for their conduct, Bertolini prompted educators to adopt a new perspective and to reconsider their own stance within their educational work with teenage offenders. Although this novel educational focus demands a different emphasis on the young person’s subjectivity, it is not enough to reflect on the “subject”: the importance attributed by Bertolini to “education as a field of experience” means that, in engaging with his “tough kids”, we must also take due account of the “materiality” of education, while remaining within a phenomenological framework. This is one aspect of the contemporary relevance of “ Per una pedagogia del ragazzo difficile ” ( Pedagogy for troublesome juvenile , 1965) for a book that speaks directly and meaningfully to the professional development of today’s new generations of education practitioners.
皮耶罗·贝托里尼的工作对意大利青少年犯罪的教育学研究产生了重要影响。他的理论贡献改变了先前由心理/医学和矫正模型所主导的解释范式。通过重新定义康复,并引入“有意意识”这一关键概念,作为帮助被试者为自己的行为负责的基础,贝托里尼促使教育工作者采用一种新的视角,并在青少年罪犯的教育工作中重新考虑自己的立场。虽然这种新颖的教育焦点要求对年轻人的主体性进行不同的强调,但对“主体”的反思是不够的:贝托里尼对“作为经验领域的教育”的重视意味着,在与他的“坚强的孩子”交往时,我们也必须适当考虑到教育的“物质性”,同时保持在现象学的框架内。这是《麻烦少年的教育学》(Per una pedagogia del ragazzo difficile, 1965)当代相关性的一个方面,这本书直接而有意义地讲述了当今新一代教育从业者的专业发展。