Schools seem to have problems with their “internal client” (the users) and their “external client” (the job market and the community). A joint socioconstructivist and psychodynamic perspective enables us to see the problems raised by the school as involving the encounter with the students’ otherness and the contextual change. We recognize the narrative approach to learning s an useful model to seeing, understanding and, eventually, bringing into question the meanings by which teachers and students position themselves in respect of their reciprocal otherness. Psychological conversation, particularly in the group, is conceptualized as space-time to recognize the cultural models embedded in the way of talking about one’s own school experience and to make the meaning evolve over time, thus to open the teaching relationship to new semiotic opportunity of development.
Learning to Educate: a narrative approach
VENULEO, Claudia
2003-01-01
Abstract
Schools seem to have problems with their “internal client” (the users) and their “external client” (the job market and the community). A joint socioconstructivist and psychodynamic perspective enables us to see the problems raised by the school as involving the encounter with the students’ otherness and the contextual change. We recognize the narrative approach to learning s an useful model to seeing, understanding and, eventually, bringing into question the meanings by which teachers and students position themselves in respect of their reciprocal otherness. Psychological conversation, particularly in the group, is conceptualized as space-time to recognize the cultural models embedded in the way of talking about one’s own school experience and to make the meaning evolve over time, thus to open the teaching relationship to new semiotic opportunity of development.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
