The Learning is now at the center of education systems. The interest in “how” the mind learns has outweighed the “what” it learns. Hence the emphasis on the “skills” that should put the person in a position not only to contribute to social cohesion and to their own personal growth but also, as it is confirmed in many documents of important international organizations and decision makers, to economic development and employment growth within a learning economy. The interest that comes from these environments for a “new pedagogy” that provides “skills” useful for the growing competition in the context of cognitive capitalism, however, risks emphasizing only one dimension of learning that favors its instrumentalization. In this way, the tension between subjectivity and universality that the Bildung era had impressed on the concept of education, and of which a renewed need is felt today, is eliminated. The contribution aims to address these issues by proposing three “vertexs” (creative, aesthetic and ethical) which intend to provide a contribution to enrich the concept of learning while keeping universality on background.
Il tema dell’apprendimento è ormai al centro dei sistemi educativi. L’interesse per “come” la mente apprende ha sopravanzato il “cosa” apprende. Di qui l’enfasi sulle “competenze” che dovrebbero mettere in condizione il soggetto non solo di contribuire alla coesione sociale e alla propria crescita personale ma anche, come viene ribadito in molti documenti di importanti organizzazioni e decisori internazionali, allo sviluppo economico e alla crescita dell’occupazione nell’ambito di una learning economy. L’interesse che proviene da questi ambienti per una “nuova pedagogia” che fornisca “competenze” utili alla crescente competizione nell’ambito del capitalismo cognitivo rischia, tuttavia, di enfatizzare solo la dimensione strumentale dell’apprendimento. In questo modo viene meno quella tensione fra soggettività e universalità che l’epoca della Bildung aveva impresso nel concetto di educazione e della quale oggi si sente un rinnovato bisogno. Il contributo intende affrontare queste tematiche proponendo tre “vertici” (creativo, estetico e etico) che intendono fornire un contributo per arricchire il concetto di apprendimento tenendo sullo sfondo proprio quello di universalità.
Quale learning per il XXI secolo?
Stefano Polenta
2020-01-01
Abstract
The Learning is now at the center of education systems. The interest in “how” the mind learns has outweighed the “what” it learns. Hence the emphasis on the “skills” that should put the person in a position not only to contribute to social cohesion and to their own personal growth but also, as it is confirmed in many documents of important international organizations and decision makers, to economic development and employment growth within a learning economy. The interest that comes from these environments for a “new pedagogy” that provides “skills” useful for the growing competition in the context of cognitive capitalism, however, risks emphasizing only one dimension of learning that favors its instrumentalization. In this way, the tension between subjectivity and universality that the Bildung era had impressed on the concept of education, and of which a renewed need is felt today, is eliminated. The contribution aims to address these issues by proposing three “vertexs” (creative, aesthetic and ethical) which intend to provide a contribution to enrich the concept of learning while keeping universality on background.File | Dimensione | Formato | |
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