Il complementarismo e l’indeterminazione: fattori semplessi e vicarianti nell’approccio pedagogico ai BES
Felice Corona, Carla Cozzarelli
The opinion shared by the authors is essentially grounded as a reflection on theoretical-epistemological assumptions
of academics and pedagogical interventions favouring the needs of the individual. Complementarity and indeterminacy, principles established by Devereux, give light to new horizons of didactic operation through vicarious educational action, capable of encouraging the plurality of cognitive styles and consolidate learning on the part of the individual in education. Subsequently an evolutionary process of creative readjustment as well as reciprocal implication is created, through a didactic-therapeutic approach, which offers the individual the tools needed to understand and be able to make informed and responsible choices.
