In a research project, still ongoing, we started from the concept of communicative approach, to observe the importance of the tale/fable as a relational “key” in the teacher – learner connection. For the educational establishment it is crucial to pursue the goal of cognitive socialization. After all, school life is marked by a series of decisions that the teacher has to take, he has the task to lead the class group to the achievement of precise goals through actions or behaviours to be prescribed and/or suggested. Often teachers confine themselves to tell a subject or a class group what they must, should, or could do; in this case it is a one-way communication network, being limited to the situation for which the information and/or specific instructions were given, whereas the action of decision making, with an obvious connection to the target to be achieved, is a prerogative of the teacher/educator with the power of being an “expert”; it is very likely that in this case communication has the immediate impact of total passiveness, adjustment or resistance from the students' side.
G. Armenise, The Fable As a Relational Key, in TOJET, Special Issue for INTE 2016, December 2016, pp. 860-869
ARMENISE, Gabriella
2016-01-01
Abstract
In a research project, still ongoing, we started from the concept of communicative approach, to observe the importance of the tale/fable as a relational “key” in the teacher – learner connection. For the educational establishment it is crucial to pursue the goal of cognitive socialization. After all, school life is marked by a series of decisions that the teacher has to take, he has the task to lead the class group to the achievement of precise goals through actions or behaviours to be prescribed and/or suggested. Often teachers confine themselves to tell a subject or a class group what they must, should, or could do; in this case it is a one-way communication network, being limited to the situation for which the information and/or specific instructions were given, whereas the action of decision making, with an obvious connection to the target to be achieved, is a prerogative of the teacher/educator with the power of being an “expert”; it is very likely that in this case communication has the immediate impact of total passiveness, adjustment or resistance from the students' side.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
