The paper deals with the issue of work-based learning, in order to justify this teaching methodology with appropriate epistemological foundations. After a dual introduction about anthropological and ontological-epistemological aspects, the article deals with the relationship between experience and reason, then repeated in the relationship between practice and theory, life and culture, work and school, in order to show that only the simultaneous presence of the two terms of the relationship can set up and be properly identified as «work-based learning». The essay ends with a review of the main methodologies for work-based learning, starting from the wide contribution made by John Dewey in this field.
L’articolo affronta il tema dell’alternanza formativa, al fine di giustificare questa metodologia dell’insegnamento con opportuni fondamenti epistemologici. Dopo una duplice premessa di natura antropologica e ontologico-gnoseologica, si affronta il tema del rapporto tra esperienza e ragione, a sua volta riproposto in quello di pratica e teoria, vita e cultura, lavoro e scuola, allo scopo di mostrare come solo la compresenza costante dei due termini del rapporto possa configurare ed essere correttamente identificata come «alternanza formativa». Conclude il saggio una rassegna delle principali metodologie per l’alternanza formativa, a partire dall’ampio contributo offerto da John Dewey in questo campo.
Dall’esperienza alla ragione, e viceversa. L’alternanza formativa come metodologia dell’insegnamento
BERTAGNA, Giuseppe
2016-01-01
Abstract
The paper deals with the issue of work-based learning, in order to justify this teaching methodology with appropriate epistemological foundations. After a dual introduction about anthropological and ontological-epistemological aspects, the article deals with the relationship between experience and reason, then repeated in the relationship between practice and theory, life and culture, work and school, in order to show that only the simultaneous presence of the two terms of the relationship can set up and be properly identified as «work-based learning». The essay ends with a review of the main methodologies for work-based learning, starting from the wide contribution made by John Dewey in this field.File | Dimensione del file | Formato | |
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2016-10 - GB - Alternanza formativa pp. 7-48.pdf
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