L’apprendimento scolastico tra relazione educativa e stili educativi
Francesco Orsini
Scholastic learning is an unfolding act and not just a fact to measure. In the difference between learning as a constant development and learning as something static, outlines the boundary between the teachers who make teaching and didactics an educating and dynamic action taking care of the relationship that has always linked education and learning and teachers that consider teaching and didactics in a static way, minding only to students’ outcomes of learning. It goes without saying that in the first case you bet on the academic success that is not only a good «discharge paper» for the student but above all a confirmation of the success of the always new educational relationship within which the learning scholastic process evolves and consolidates itself, while in the second one it is sufficient to certify a certain level achieved. Kept it as a fixed point, such substantial assumption holds the teachers’ daily work of an ontological armour able to repel any attempt to make the hours on the school desks a testing ground for new proposals, new books, new teaching tools, all incidental things destined to cross the students’ experience without involving them if they are not inserted in the essential dimension of the scholastic learning: the educational relationship that binds teachers and students and its main faces that are the educational styles through which this relationship takes different forms in the never monochrome process of teaching-learning. Those educational styles strongly influence the pupils’ intellectual and socio-relational development during and after the course of study contributing to structure an «inert», a «dependent» or a «dialoguing» character, depending on the emergence of a permissive, an authoritarian or a democratic style of education.
Keywords
Scholastic learning, Teacher-learner interaction, Educational atmospheres, Educational styles.