The history of education has developed contributions which affected institutional educational practices and devices since they settled in cultural models and pedagogical ideal types becoming more and more specific. From the analysis of the main pedagogical topics referring to childhood, this contribution articulates those suggestions according to Pestalozzi's triad Heart, Mind and Hands. This approach leads to prefiguring a horizon of educability patterned on the paradigm of the globality of the evolutionary lines that mark the child's personological development in early and late childhood. This interpretation will be developed in perspective terms, that refer to the challenges of the hypermodern as a fundamental anthropological category, as well as in a critical way, highlighting the contrasts and boundaries of the current educational ecosystems, including the new integrated 0-6 system, proposed in Italy by law no. 107 of 2015.
La storia dell’educazione ha elaborato contributi che, sedimentatisi in modelli culturali e idealtipi pedagogici sempre più specifici, hanno influenzato le prassi e i dispositivi educativi istituzionali. A partire dall’analisi delle principali idee pedagogiche riferite all’infanzia il contributo articola tali suggestioni sulla base della triade pestalozziana cuore-mente-mano, prefigurando un orizzonte di educabilità improntato al paradigma della globalità delle linee evolutive che contrassegnano lo sviluppo personologico del bambino nella prima e nella seconda infanzia. Tale lettura sarà svolta in termini prospettici, ovvero riferita alle sfide dell’ipermoderno quale fondamentale categoria antropologica, e in modo critico, evidenziando le discrasie e i limiti degli attuali ecosistemi formativi, ivi compreso il nuovo sistema integrato 0-6 proposto in Italia dalla legge 107/2015.
Interpretare l'infanzia. Visioni, problematiche e prospettive a partire dai classici
Bobbio A;
2021-01-01
Abstract
The history of education has developed contributions which affected institutional educational practices and devices since they settled in cultural models and pedagogical ideal types becoming more and more specific. From the analysis of the main pedagogical topics referring to childhood, this contribution articulates those suggestions according to Pestalozzi's triad Heart, Mind and Hands. This approach leads to prefiguring a horizon of educability patterned on the paradigm of the globality of the evolutionary lines that mark the child's personological development in early and late childhood. This interpretation will be developed in perspective terms, that refer to the challenges of the hypermodern as a fundamental anthropological category, as well as in a critical way, highlighting the contrasts and boundaries of the current educational ecosystems, including the new integrated 0-6 system, proposed in Italy by law no. 107 of 2015.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
