Tatto pedagogico: elaborazione di un approccio ecologico per la formazione degli insegnanti
DOI:
https://doi.org/10.60923/issn.1825-8670/23310Parole chiave:
Pedagogical tact, Teacher education, Philosophy of Education, phenomenology of practice, vignetteAbstract
L’articolo analizza il tatto pedagogico come concetto chiave della filosofia dell’educazione, proponendone una riformulazione in prospettiva fenomenologica ed ecologica per la formazione degli insegnanti. A partire dalla tradizione continentale che va da Herbart e Schleiermacher fino a van Manen, il tatto pedagogico viene ricostruito come forma incarnata, situata ed eticamente orientata di sapere pratico, irriducibile a modelli prescrittivi. Assumendo il contributo di Friesen e la struttura del triangolo pedagogico, l’analisi supera una concezione puramente diadica della relazione educativa, mettendo in luce il ruolo di mediazione del contenuto e dell’ambiente educativo. Il tatto pedagogico viene così interpretato come principio ecologico di mediazione, immanente all’esperienza educativa vissuta. In conclusione, l’articolo evidenzia la rilevanza del tatto per la professionalizzazione docente in contesti segnati da razionalità tecnocratiche e standardizzanti, offrendo un percorso non strumentale per ricollegare la teoria educativa, la pratica e la responsabilità incentrata sul mondo.Riferimenti bibliografici
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