The paper aims at building a possible dialogue between the paradigm of social transaction (ST) and pedagogy, through an analysis of the role that the concept of uncertain has in human becoming process. Showing the aporia between conformation and transformation, the concept of uncertain has been the object of the two different strategies of resolution performed by educational theories and practices. At the opposite, the ST aims to recognize and accept the complexity of uncertainty, considering uncertainty at the same time as a limit and a condition of formation. Aim that become possible in relation to the proposition of an epistemology able to think and include the aporetic dialectic at the base of pedagogy. So, the epistemology of the ST permits to reconfigure: at the theoretical level, educational action as a sequence of successive and reciprocal adjustments; at the practical level, educational intervention as a process of reflection and mediation for the development of individual and common well-being.

Assumer l'incertain et développer le bien commun. La transaction sociale comme paradigme de la pédagogie

Chello F
2013

Abstract

The paper aims at building a possible dialogue between the paradigm of social transaction (ST) and pedagogy, through an analysis of the role that the concept of uncertain has in human becoming process. Showing the aporia between conformation and transformation, the concept of uncertain has been the object of the two different strategies of resolution performed by educational theories and practices. At the opposite, the ST aims to recognize and accept the complexity of uncertainty, considering uncertainty at the same time as a limit and a condition of formation. Aim that become possible in relation to the proposition of an epistemology able to think and include the aporetic dialectic at the base of pedagogy. So, the epistemology of the ST permits to reconfigure: at the theoretical level, educational action as a sequence of successive and reciprocal adjustments; at the practical level, educational intervention as a process of reflection and mediation for the development of individual and common well-being.
L’article envisage un possible dialogue entre le paradigme de la transaction sociale (TS) et la pédagogie, à partir d’une analyse du rôle de l’incertain dans le processus de formation. En montrant l’aporie entre conformation et transformation, l’incertain fait l’objet de deux stratégies de résolution mises en œuvre dans les théories et les pratiques éducatives. La TS vise à reconnaître et à accueillir la complexité de l’incertain, en le prenant à la fois comme limite et condition du processus de devenir humain. La TS développe cette visée en traçant une posture épistémologique qui maintient ouverte la dialectique aporétique à la base de la pédagogie. Au niveau théorique, cette posture permet de repenser l’agir formatif comme une séquence d’ajustements successifs et réciproques ; au niveau pratique, elle conçoit l’intervention éducative comme un processus de réflexion et de médiation pour le développement du bien individuel et commun.
formation; epistemologie; methodologie
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/20.500.12570/12455
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