At first, the paper deconstructs the 'Distance education' on a lexical and historical-critical level, and proposes to use the term 'Emergency on line Education' (to indicate what one did during the lockdown). Then, in a second part, by reviewing some 'theoretical' positions on the subject, the internal criticalities of both the 'Distance education' and the so-called ‘blended’ Education are reviewed. So, the reconstruction comes to 2020-2021 Italian School Plan (June 2020) and to Integrated Digital Education, that, according to the author, should be understood substantially as a proposal for emergency and not (automatically) as a resource for the future. Therefore, in the final part of the paper, it emerges the proposal of a ‘Vicinity Education’, a deliberately dissonant expression, that is used to mark the need (in Post-Covid Era) to reflect with attention and conviction on the centrality of the 'body' teacher and the 'bodies' taught: in Teaching in general and in Philosophy teaching in particular. A rethinking that cannot fail to invest in the way we propose the contents of our teaching (knowledge), we design the learning objectives (and competencies) and the ways to achieve this (teaching methodologies and technologies ).

Didattica ‘a’ vicinanza. Sul ‘corpo’ insegnante, nel Post-Covid

Annalisa Caputo
2020

Abstract

At first, the paper deconstructs the 'Distance education' on a lexical and historical-critical level, and proposes to use the term 'Emergency on line Education' (to indicate what one did during the lockdown). Then, in a second part, by reviewing some 'theoretical' positions on the subject, the internal criticalities of both the 'Distance education' and the so-called ‘blended’ Education are reviewed. So, the reconstruction comes to 2020-2021 Italian School Plan (June 2020) and to Integrated Digital Education, that, according to the author, should be understood substantially as a proposal for emergency and not (automatically) as a resource for the future. Therefore, in the final part of the paper, it emerges the proposal of a ‘Vicinity Education’, a deliberately dissonant expression, that is used to mark the need (in Post-Covid Era) to reflect with attention and conviction on the centrality of the 'body' teacher and the 'bodies' taught: in Teaching in general and in Philosophy teaching in particular. A rethinking that cannot fail to invest in the way we propose the contents of our teaching (knowledge), we design the learning objectives (and competencies) and the ways to achieve this (teaching methodologies and technologies ).
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11586/366943
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