How the Pedagogist Practices His Profession on Couple and Family Problems (original) (raw)
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Who is the Pedagogist and how he practices on couple and family problems
Who is the Pedagogist and how he practices, 2020
Italy has also given legal recognition to the professional pedagogist (law 205/2017, art. 1 594-601). Pedagogy is a social science whose origins refer to classical Greece, and it is also for its own nature a social profession, whose apical professional is called "pedagogist". In this essay we take in synthetic examination the profile of this social professional and of some important examples of the rich and diversified "toolbox" that he can use in its practice, in a composite culture and rich in differentiated Input, with particular regard to the professional practising for couple and family problems.
Pedagogist as Social Professional: Sozialpädagogik and Professional Pedagogy
2020
The profound changes that have occurred over the last few decades to the social, cultural and relational reality have added a new emphasis on pedagogy even though the emerging need for the profession of "pedagogist," a new intellectual and social profession in common consideration, but which boasts over 2500 years of history and tradition as its reference science. This profession is at the top of pedagogical and education professions. Its conceptual and operational framework, its methodologies and procedures, its technical vocabulary and everything constituting an advanced professional knowledge were born and developed in the ancient times, beginning with its origins in classical Greece. The recent re-foundations can be found in the Sozialpädagogik, in the same Mittleuropean cultural environment where other social professions of recent birth have their ground. Re-founders of this science and profession were Mager, Diesterweg, Natorp and Durkheim Pedagogist. In this paper, we summarized the essential features of this profession, its methodology, its principles, its practical procedures, with special attention to the problems of couple and family, and those belonging to its initial education and its recognition by law which in Italy have been solved only at the end of the year 2017. The branch of General Pedagogy that includes this subject is called Professional Pedagogy.
Research and reviews on healthcare, 2019
The family that fulfils a paradigm defined "conjugal" or "nuclear" is a cultural construction resulting in the Enlightenment, the bourgeois revolutions at the end of XVIII century and in the end of the Age historiographic ally called "Modern". In the following brief historical age, characterized by a particular Bürgergeist, the family formed the nucleus of society, along with a product and a status of the system and its integrity, as well as a homologating pattern for education. The next epochal transitions began in the second half of the twentieth century and raised the issue of new paradigms of couple and family, thus requiring a renewed aid as essential to the Pedagogy as a social science and a profession. This paper bears witness to the contribution that pedagogy as a social profession takes and must be called to make to the family problems of the difficult and interminable epochal transition.
Per una pedagogia del soggetto: la centralità della persona negli interventi educativi
Ricerca psicoanalitica, 2022
This article proposes and expounds a professional point of view on contemporary pedagogical knowledge and practices, focusing in particular on the centrality of the subjects in education. Pedagogical knowledge is in a state of 'uncertainty and precariousness', leaving open a number of core issues concerning educational, cultural and social models. The clarification of the 'precariousness' of educational work deserves to be acknowledged: uncertainty becomes a healthy weakness, as Sergio Tramma points out in 'L'educatore imperfetto', the 'unstable constitution' of the educational area is its intrinsic strength because it represents the constant openness to transformation, to possibility, to the reading of change. What tension should accompany the educational mission of professionals working in the field of social sciences, which values should accompany educational action, and, finally, which proposals can be activated to create a fertile pedagogical terrain harbinger of ideas? The paradigm of complexity that runs through 'social knowledge' should not only concern itself with the problems inherent to readings of the contemporary world, but also activate unexpected energies and resources, promoting a rethinking of the role of the competences of all the functions having an educational-social value (teacher, territorial educator, social worker, community animator, psychologist, mentor). The challenge is to generate theories and transformative experiences that can restore a leading role to the subjects in education, both in their individual as well as in their collective roles.
Pedagogist: His Profession, His Practice and His Toolbox
The Essence of Academic Performance [Working Title]
Pedagogy, as a human and social science and as a profession, has a history that has its roots in classical Greece. It has had a particularly significant evolution as Sozialpädagogik in the eighteenth-century Mitteleuropa, as was the case for other social or psychological sciences and related professions. Today, it presents itself as an autonomous science, which is also a field of transposition and integration of inputs from other sciences and other forms of knowledge, to turn everything into specifically educational purposes. The profession, in turn, takes place at the level of the intermediate applicability between theory and practice and is highly compatible with other social and health professions and open to dialogue and teamwork. With these assumptions, it is able to respond positively to the specific and new educational problems that contemporary complexity urgently poses by calling this profession into question. The chapter offers an essential, rigorous, and organic presentation of one of the new branches of General Pedagogy: Professional Pedagogy. The pedagogist carries out a higher intellectual profession whose focus is education in all social domains, and in all ages of life. A solid theoretical and methodological basis allows the pedagogist to treat individual cases using lexicon, techniques, procedures, and conceptual and operational tools of a strictly specific nature.
Ricerche di Pedagogia e Didattica
2017
Nonostante stia emergendo un consenso sempre maggiore, nel dibattito internazio-nale, sul fatto che servizi educativi per l'infanzia accessibili e di qualità elevata con-tribuiscano in modo cruciale a ridurre le disuguaglianze sociali e culturali, le condi-zioni di contesto entro le quali tali servizi operano-che risultano essere determi-nanti nel promuovere il successo, o al contrario nel decretare l'insuccesso, di tali iniziative-sono raramente prese in esame. Lo studio di caso sul sistema integrato dei servizi educativi per la prima infanzia della Regione Emilia-Romagna, condotto nell'ambito del progetto Europeo INNOSI 1 , intende colmare questa lacuna analiz-zando in prospettiva sistemica le sperimentazioni e le pratiche innovative elaborate da tali servizi per rispondere in modo proattivo ai nuovi bisogni di bambini e fami-glie all'interno delle comunità locali. La discussione dei risultati presentata in questo articolo esaminerà le principali sfide e i fattori ...
2014
espanolEl presente articulo examina algunos enfoques teoricos contemporaneos en el ambito de la etica del Trabajo Social, en los cuales se enmarcan los principales valores que, en la actualidad, se considera que competen a la intervencion social. El objetivo es proponer a las eticas del cuidado y no paternalista como modelos eticos para la intervencion social. Para ello se revisa brevemente el recorrido historico de la etica del Trabajo Social, se determinan y analizan los principios basicos que suelen orientar la intervencion social y los valores que ellos engloban, y finalmente se analizan los principales modelos eticos propuestos, en los cuales se podrian ubicar tales principios de cara a hilvanar una etica para la intervencion social. EnglishThis article examines some contemporary theoretical approaches in the field of social work ethics in which are framed the core values that, nowadays, are considered that concerns to the social intervention. The goal is to suggest the ethics ...
Dal punto di vista della psicologia culturale, un corpus giuridico non è solo un insieme di ordinamenti per la convivenza sociale, ma un substrato simbolico che contribuisce a fondare i confini dell’essere1. Più in generale, nell’ambito delle scienze umane e sociali, la relazione tra ordinamento normativo e identità in specifiche configurazioni culturali è stata da tempo approfondita2. All’interno del quadro normativo italiano le famiglie omogenitoriali sono categoria inesistente. Questo vuoto provoca un’assenza di diritti/doveri, che costringe le persone nella forma dell’imprevisto all’interno di passaggi cruciali per la definizione dei ruoli e delle appartenenze familiari (per esempio la nascita e la registrazione anagrafica, l’iscrizione del figlio/a al nido o a scuola). L’emergere di tali configurazioni familiari si basa così su un’autodefinizione, sulla decisione soggettiva di rendersi visibili al mondo sfidando gli spazi messi a disposizione dalla norma e dalla cultura. Assumendo una prospettiva psicosociale questo articolo affronta il vuoto giuridico che si riscontra in questi passaggi nei termini delle ricadute che provoca a livello di processi psicologici ed educativi. Basandosi su una ricerca ancora in corso sulla transizione all’omogenitorialità il lavoro mette in luce il processo di “rendersi visibili” di tali famiglie nel percorso che si snoda attraverso le contraddittorie categorie amministrative e normative.
Celio Secondo Curione as a reformed pedagogue, 2019
The article examines the pedagogical views of Celio Seconde Curione, a humanist and a Protestant theologian, from the perspective of the Christian pedagocics of the confessional era. Curione was a professional teacher who presented his ideas about education in several works, mainly Schola, sive de perfecto Grammatico, and two versions of the catechism Instruction in the Christian faith. The authors assert the principle dualism of Curione's views, who subordinated the methods of humanistic pedagogy to the Christian ministry. Many of his ideas are typical of Italian humanism, including attention to language training and general respect for the personality of the pupil. At the same time, Curione aims at the upbringing of a true Christian, a member of the society renewed during the Reformation. Having analysed the works by Curione, the authors show how he consistently developed the idea of labour pedagogy, considering labour the only virtual possibility of correcting the sinful nature of a man. Another important aspect is the humanist's attention to family pedagogy. In the spirit of Protestant individualism, Curione saw the significance of a family as a small Church, with upbringing of children being the most important parental task.
Giustizia Civile, 2022
The substantive and procedural instrument of protection orders, consisting of articles 342-bis and ter of the Italian Civil Code as well as of article 736 of the Italian Code of Civil Procedure, not only constitutes a clear example of grafting the remedial perspective within family relationships, but it is also representative of the reorientation of family relationships in the sign of the primacy of the Person. This is the central thesis of the essay, that the Author argues by pointing out how the dynamics of the remedy in question, even in compliance with the principle of balancing the opposing interests, reveals an unconditional primacy of the individual dimension over any counterweights of a community imprint, at least to the extent that the space of dignity and safety of the individual is at stake