La spinosa questione dei valori nell’educazione evidence-based. Verso un’accountability morale della decisione educativa
DOI:
https://doi.org/10.6092/issn.1825-8670/16338Parole chiave:
educazione fondata sulle evidenze, empiricismo, conoscenza scientifica, decision-making, responsabilità moraleAbstract
Il mai sopito bisogno di fondare la decisione educativa su dati oggettivi ha dato origine e spiega il consenso verso la cosiddetta educazione fondata sulle evidenze. In questo articolo metto a fuoco: a) tre errori implicati dal voler fondare la decisione educativa sulle “evidenze”, ossia la fallacia realista, la fallacia riduzionista e la fallacia prospettica; b) il rischio di una progressiva minimizzazione della responsabilità individuale a favore della prospettiva in terza persona, quella implicata dal seguire linee guida, protocolli e pacchetti di “what works”. Malgrado le sue evidenti fallacie, la de-moralizzazione della decisione educativa sembra sempre attrarre consenso. Dopo aver avanzato l’ipotesi che le ragioni di questo consenso stiano nella contemporanea pressione per la rendicontazione sociale e per il ricorso alla ratio costi/benefici, argomento – invece – la necessità di rivendicare la pertinenza di una accountability morale quando le politiche e le pratiche da giustificare sono – appunto – pratiche e politiche educative.
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