Analyse the phenomenological matrix of the “Abercrombie-Giordano” methodological paradigm giving substance to DUGI (UGID) - University Group-Interactive Didactics) and making it a real Copernican revolution in the field of university teaching methodology. Particularly, in the course of study in Theoretical Philosophy and research methodology at the second year of the Degree in Learning and Educational Sciences at the University in Bari. Method. The phenomenological observational attitude involves both those who are assigned to be responsible for the educational training (teachers) and the students who perceive the necessity of educational programs capable of producing change in their learning path. That method needs two levels of operation: a) the acquisition of the Husserlian thematic nuclei which that attitude is based on; b) when and how the informative data are reordered on the awareness level so to become for the students the fundamental criterion of a personal and professional path of operational observation. Results and Conclusions. The achieved outcomes concern the change in terms of re-signification of the philosophical question about the students’ new awareness of the critical-theoretical, epistemological, formative, cultural value and meaning of the procedure of knowledge and learning.

The Phenomenological observational attitude in DUGI (UGID) - University Group-Interactive Didactics) for a change in learning

GABRIELLA DE MITA
2018

Abstract

Analyse the phenomenological matrix of the “Abercrombie-Giordano” methodological paradigm giving substance to DUGI (UGID) - University Group-Interactive Didactics) and making it a real Copernican revolution in the field of university teaching methodology. Particularly, in the course of study in Theoretical Philosophy and research methodology at the second year of the Degree in Learning and Educational Sciences at the University in Bari. Method. The phenomenological observational attitude involves both those who are assigned to be responsible for the educational training (teachers) and the students who perceive the necessity of educational programs capable of producing change in their learning path. That method needs two levels of operation: a) the acquisition of the Husserlian thematic nuclei which that attitude is based on; b) when and how the informative data are reordered on the awareness level so to become for the students the fundamental criterion of a personal and professional path of operational observation. Results and Conclusions. The achieved outcomes concern the change in terms of re-signification of the philosophical question about the students’ new awareness of the critical-theoretical, epistemological, formative, cultural value and meaning of the procedure of knowledge and learning.
978-84-09-13321-5
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11586/241823
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