This paper proposes a theoretical analysis of the innovative experience of dugi (Group-Interactive University Didactics) which inspires the Laboratory of Phenomenology of the communicative relationship (Lab.Fe.Re.Com.) at the University of Bari. dugi makes it possible to acquire the ability to «learn to unlearn» the conceptual schematisms of the communicative-relational dimension, integrating the acquisition of the phenomenological investigation method with the experience of group analytical interaction matrix introduced in the didactic field by the methodological paradigm “Abercrombie-Giordano”. In particular, this paper refers to the start-up phase of the Lab.Fe.Re.Com. during which the conditions are created for students (future communication experts) to experience how to re-signify their own institutional request for “information-on”, in terms of awareness of “forming- to”, recognizing in the “relation-with” the constitutive substrate of the communicative relationship. What phenomenological assumptions must necessarily be investigated and re-evaluated for the purposes of a non-technical analysis of the communication phenomenon? What are the applications in terms of training and university teaching?

Atteggiamento fenomenologico e relazione comunicativa nella ricerca, nella formazione e nella didattica universitaria

GABRIELLA DE MITA
2018

Abstract

This paper proposes a theoretical analysis of the innovative experience of dugi (Group-Interactive University Didactics) which inspires the Laboratory of Phenomenology of the communicative relationship (Lab.Fe.Re.Com.) at the University of Bari. dugi makes it possible to acquire the ability to «learn to unlearn» the conceptual schematisms of the communicative-relational dimension, integrating the acquisition of the phenomenological investigation method with the experience of group analytical interaction matrix introduced in the didactic field by the methodological paradigm “Abercrombie-Giordano”. In particular, this paper refers to the start-up phase of the Lab.Fe.Re.Com. during which the conditions are created for students (future communication experts) to experience how to re-signify their own institutional request for “information-on”, in terms of awareness of “forming- to”, recognizing in the “relation-with” the constitutive substrate of the communicative relationship. What phenomenological assumptions must necessarily be investigated and re-evaluated for the purposes of a non-technical analysis of the communication phenomenon? What are the applications in terms of training and university teaching?
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11586/241820
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