Abstract At the end of the Fifties, an Italian scholar, Piero Bertolini, provided a phenome-nology-based theoretical framework for rethinking education that largely anticipat-ed the phenomenological turn that was to impact social sciences in the following decades. By founding his proposal on Husserl’s phenomenology, Bertolini pro-posed a major theoretical shift in educational theory, research and practice: from “what reality (i.e. natural facts, other peoples’ behaviour, traditions, established so-cial order, everyday routines, early years etc.) does to people” to “what people make or can make of it”. This anti-deterministic stance is probably the best known side of his work, yet Bertolini never claimed an omnipotent mind nor did he con-ceive the socialisation process as occurring in a social, cultural or material vacuum. On the contrary, he stressed the constitutive role of reality on whatever a mind can make of it. By outlining Bertolini’s main theoretical claims and discussing his ground-breaking contribution to the 20th century scholarship in education, this es-say introduces this special issue dedicated to the contemporary relevance of his theory of education. Keywords: education, Husserl, intentionality, life-world, natural attitude, phe-nomenology, phenomenological pedagogy, social constructionism, socio-materiality, theoretical attitude

The phenomenological turn in education: the legacy of Piero Bertolini’s theory / Letizia Caronia. - In: RICERCHE DI PEDAGOGIA E DIDATTICA. - ISSN 1970-2221. - ELETTRONICO. - 13:2(2018), pp. 1.1-1.22. [10.6092/issn.1970-2221/8600]

The phenomenological turn in education: the legacy of Piero Bertolini’s theory

Letizia Caronia
2018

Abstract

Abstract At the end of the Fifties, an Italian scholar, Piero Bertolini, provided a phenome-nology-based theoretical framework for rethinking education that largely anticipat-ed the phenomenological turn that was to impact social sciences in the following decades. By founding his proposal on Husserl’s phenomenology, Bertolini pro-posed a major theoretical shift in educational theory, research and practice: from “what reality (i.e. natural facts, other peoples’ behaviour, traditions, established so-cial order, everyday routines, early years etc.) does to people” to “what people make or can make of it”. This anti-deterministic stance is probably the best known side of his work, yet Bertolini never claimed an omnipotent mind nor did he con-ceive the socialisation process as occurring in a social, cultural or material vacuum. On the contrary, he stressed the constitutive role of reality on whatever a mind can make of it. By outlining Bertolini’s main theoretical claims and discussing his ground-breaking contribution to the 20th century scholarship in education, this es-say introduces this special issue dedicated to the contemporary relevance of his theory of education. Keywords: education, Husserl, intentionality, life-world, natural attitude, phe-nomenology, phenomenological pedagogy, social constructionism, socio-materiality, theoretical attitude
2018
The phenomenological turn in education: the legacy of Piero Bertolini’s theory / Letizia Caronia. - In: RICERCHE DI PEDAGOGIA E DIDATTICA. - ISSN 1970-2221. - ELETTRONICO. - 13:2(2018), pp. 1.1-1.22. [10.6092/issn.1970-2221/8600]
Letizia Caronia
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/643461
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