This article addresses the specific characteristics of the workshop as a most appropriate learning strategy for adults, because it promotes the development of participatory, creative, and reflective behaviors, which are considered, at the same time, manifestation and exercise of adult identity. On proceed to a critical consideration of its strengths and difficulties, and of distortions or reductionisms due to its superficial application, starting from a writing by Eduard C. Lindeman – author of The Meaning of Adult Education (1926), a milestone for andragogical theory and practice – explicitly dedicated to the workshop operating methods. The mainly purpose is to reveal and discuss some functionalities of experiential learning which, now as then, are regarding a concept of education based on active exercise of intellectual and emotional faculties, interpersonal relationships and enhancement of experience, in terms of situated knowledge, critical approach and reflexivity.
L’articolo intende affrontare le caratteristiche peculiari del workshop come situazione di apprendimento privilegiata per gli adulti, nella misura in cui sollecita lo sviluppo di condotte partecipative, creative e riflessive che testimoniano e alimentano, al tempo stesso, l’identità adulta. A partire da uno scritto di Eduard C. Lindeman – autore di The Meaning of Adult Education (1926), pietra miliare della riflessione teorica e della prassi formativa andragogica – esplicitamente dedicato al funzionamento del workshop, si procede ad una disamina critica dei suoi punti di forza, ma anche delle difficoltà che prospetta e, non ultimo, delle storture o dei riduttivismi a cui una sua applicazione superficiale potrebbero esporlo. L’intento è principalmente quello di disvelare e di discutere alcuni meccanismi propri dell’apprendimento esperienziale che, ora come allora, alludono ad una concezione educativa fondata sull’esercizio attivo delle facoltà intellettive ed emotive, sulla relazione interpersonale e sulla valorizzazione dell’esperienza, in termini di conoscenza situata, problematizzazione e riflessività.
Come la vita stessa: perché il workshop è la via didattica privilegiata (ma non esclusiva) per l’educazione degli adulti
Marescotti Elena
Primo
2023
Abstract
This article addresses the specific characteristics of the workshop as a most appropriate learning strategy for adults, because it promotes the development of participatory, creative, and reflective behaviors, which are considered, at the same time, manifestation and exercise of adult identity. On proceed to a critical consideration of its strengths and difficulties, and of distortions or reductionisms due to its superficial application, starting from a writing by Eduard C. Lindeman – author of The Meaning of Adult Education (1926), a milestone for andragogical theory and practice – explicitly dedicated to the workshop operating methods. The mainly purpose is to reveal and discuss some functionalities of experiential learning which, now as then, are regarding a concept of education based on active exercise of intellectual and emotional faculties, interpersonal relationships and enhancement of experience, in terms of situated knowledge, critical approach and reflexivity.File | Dimensione | Formato | |
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