The emotional well-being of individuals, especially for teens, it’s one of the educational objectives that adult community has; rethinking this role it’s fundamental, especially today, in a sociologically and pedagogically perspective where emotions claim their own placed at the center of the educational discussion. If teachers and all educators use the pedagogical approach of emotional action, it can be probable that students will collectivize emotions first individually, then in groups, in order to acquire new knowledge that becomes dialogue and meeting with others, in a dynamic respect. For teachers, focusing on the emotional understanding of their students through specific methods, tools and activities proposed, in line with specific objectives, becomes an instrument not only of deepening broader human themes but also possibility of intercepting and observing deviant conduct or risk, and stimulate overall well-being. For younger, this means that they will be real active protagonists in their growth and in their future as tomorrow’s adults. It’s necessary to return to human as an emotional and conscious act that means to educate younger generations in the complexity of society both as individuals and as a group within in the real and virtual context.
Il benessere emotivo ed affettivo degli individui, soprattutto dei minori, diven- ta uno fra gli obiettivi primari, seppur sfidante, della comunità educativa adulta che ha il compito di ripensare il proprio ruolo in un’ottica sociologicamente e pedagogicamente orientata dove le emozioni rivendicano il proprio posto al centro della relazione. Utilizzare l’approccio pedagogico dell’agire emotivo consente ai docenti e agli educatori tutti, da un alto, di ri-leggere e ri-costruire nel discente gli stili e le diverse sue modalità di apprendimento, orientando il proprio lavoro in maniera più efficace ed efficiente; dall’altro, di collettivizza- re il processo conoscitivo e di acquisizione di nuovi saperi, in un rispecchia- mento dinamico. Per gli insegnanti e gli educatori, focalizzarsi sulla compren- sione emotiva dei propri ragazzi attraverso modalità, strumenti e attività speci- fiche proposte, in coerenza con gli obiettivi prefissati, diventa strumento non solo di approfondimento di tematiche umane più ampie ma anche possibilità per intercettare e prevenire condotte devianti o a rischio, e stimolare il ben- essere complessivo. I minori, d’altra parte, focalizzandosi sulle emozioni, di- ventano protagonisti attivi della loro crescita e del loro divenire, nonché del processo formativo, motivando e orientando comportamenti. Ritornare all’agire umano come agire emotivo consapevole significa, dunque, educare le giovani generazioni alla complessità societaria sia come individui che come gruppo all’interno di una comunità sia reale che virtuale.
Educare alle emozioni oggi:l'approccio pedagogico dell'agire emotivo
D'AMBROSIO M
2020-01-01
Abstract
The emotional well-being of individuals, especially for teens, it’s one of the educational objectives that adult community has; rethinking this role it’s fundamental, especially today, in a sociologically and pedagogically perspective where emotions claim their own placed at the center of the educational discussion. If teachers and all educators use the pedagogical approach of emotional action, it can be probable that students will collectivize emotions first individually, then in groups, in order to acquire new knowledge that becomes dialogue and meeting with others, in a dynamic respect. For teachers, focusing on the emotional understanding of their students through specific methods, tools and activities proposed, in line with specific objectives, becomes an instrument not only of deepening broader human themes but also possibility of intercepting and observing deviant conduct or risk, and stimulate overall well-being. For younger, this means that they will be real active protagonists in their growth and in their future as tomorrow’s adults. It’s necessary to return to human as an emotional and conscious act that means to educate younger generations in the complexity of society both as individuals and as a group within in the real and virtual context.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.