The phenomenological turn in education. The legacy of Piero Bertolini’s theory

L. Caronia
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引用次数: 1

Abstract

At the end of the Fifties, an Italian scholar, Piero Bertolini, provided a phenomenology-based theoretical framework for rethinking education that largely anticipated the phenomenological turn that was to impact social sciences in the following decades. By founding his proposal on Husserl’s phenomenology, Bertolini proposed a major theoretical shift in educational theory, research and practice: from “what reality (i.e. natural facts, other peoples’ behaviour, traditions, established social order, everyday routines, early years etc.) does to people” to “what people make or can make of it”. This anti-deterministic stance is probably the best known side of his work, yet Bertolini never claimed an omnipotent mind nor did he conceive the socialisation process as occurring in a social, cultural or material vacuum. On the contrary, he stressed the constitutive role of reality on whatever a mind can make of it. By outlining Bertolini’s main theoretical claims and discussing his ground-breaking contribution to the 20 th century scholarship in education, this essay introduces this special issue dedicated to the contemporary relevance of his theory of education.
教育的现象学转向。皮耶罗·贝托里尼理论的遗产
在50年代末,意大利学者皮耶罗·贝托里尼(Piero Bertolini)为重新思考教育提供了一个基于现象学的理论框架,这在很大程度上预示了现象学的转变,而现象学的转变将在接下来的几十年里影响社会科学。通过在胡塞尔现象学的基础上提出他的建议,贝托里尼提出了教育理论,研究和实践的重大理论转变:从“现实(即自然事实,其他人的行为,传统,既定的社会秩序,日常生活,早年等)对人们做了什么”到“人们从中做出或能够做出什么”。这种反决定论的立场可能是他作品中最著名的一面,但贝托里尼从未声称有一个无所不能的心灵,也没有认为社会化过程发生在社会、文化或物质真空中。相反,他强调现实的构成作用,无论头脑如何理解它。通过概述贝托里尼的主要理论主张,并讨论他对20世纪教育学术的开创性贡献,本文介绍了这一期专门讨论他的教育理论的当代相关性的特刊。
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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