The habit, rooted in the foundations of positivism, of considering separately the three levels of human experience (cognitive, affective and pragmatic) has hindered the transversal interaction that underlies it, resulting in an intrinsically mono-directional knowledge. Such knowledge, in fact, tends to be methodologically anchored to one-sided perspectives, devoid of an integrated vision of being. It is reflected in the predominant theories – such as psychoanalysis, Gestalt, behaviorism, among others – accepted within specialized disciplines such as psychology, sociology, economics, and so on. These disciplines, although endowed with a remarkable explanatory potential, remain trapped in the stratifications of their internal histories and in the currents of thought that feed them. The final knowledge that arises reflects the operation that is carried out at the base: correlating to the educational phenomenon segments of knowledge extrapolated from specialized fields, such as psychology or sociology, anthropology or psychoanalysis, and so on. It is this knowledge that offers, from time to time, separately, in a highly deterministic way, the perspective of reading, understanding and explaining the phenomena that are produced and manifested within the educational context. This operation finds its greatest limit precisely in mono-referentiality. The experience and analysis of the operational apparatus indispensable for building the educational context has brought out with sufficient evidence the fact that we are faced with an epistemological situation of great complexity. The problems that emerge in the field of training intervention reflect – in terms of articulation and quantity of instances at stake – the complexity of the relational situation. Theoretical analysis, and phenomenological analysis in particular, together with the new attitude of thought generated by implicative theory, have radically changed the way of thinking about the formative relationship.
Introduction. Theoresis and Complexity of Being in a Relational Situation in the Processes of Formative Change
Gabriella de Mita
2024-01-01
Abstract
The habit, rooted in the foundations of positivism, of considering separately the three levels of human experience (cognitive, affective and pragmatic) has hindered the transversal interaction that underlies it, resulting in an intrinsically mono-directional knowledge. Such knowledge, in fact, tends to be methodologically anchored to one-sided perspectives, devoid of an integrated vision of being. It is reflected in the predominant theories – such as psychoanalysis, Gestalt, behaviorism, among others – accepted within specialized disciplines such as psychology, sociology, economics, and so on. These disciplines, although endowed with a remarkable explanatory potential, remain trapped in the stratifications of their internal histories and in the currents of thought that feed them. The final knowledge that arises reflects the operation that is carried out at the base: correlating to the educational phenomenon segments of knowledge extrapolated from specialized fields, such as psychology or sociology, anthropology or psychoanalysis, and so on. It is this knowledge that offers, from time to time, separately, in a highly deterministic way, the perspective of reading, understanding and explaining the phenomena that are produced and manifested within the educational context. This operation finds its greatest limit precisely in mono-referentiality. The experience and analysis of the operational apparatus indispensable for building the educational context has brought out with sufficient evidence the fact that we are faced with an epistemological situation of great complexity. The problems that emerge in the field of training intervention reflect – in terms of articulation and quantity of instances at stake – the complexity of the relational situation. Theoretical analysis, and phenomenological analysis in particular, together with the new attitude of thought generated by implicative theory, have radically changed the way of thinking about the formative relationship.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
