Disability NoDisEaseAbility When an Innovative Pedagogical Theory Is the Difference.docx
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Disability NoDisEaseAbility When an Innovative Pedagogical Theory Is the Difference.docx
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DisabilityNoDisEaseAbilityWhenanInnovativePedagogicalTheoryIstheDifference
“DisabilityNo.....Dis(Ease)Ability”WhenanInnovativePedagogicalTheoryIstheDifference
Abstract
Afteralongprocessofapplicationanalysisontheuseofvarioustechnologiesandtheirpeculiaritiesinstrumentalinthecomplexfieldofeducation,tofacilitatetheprocessoflearningcompetentaimedatachievingthemaximumpossibleautonomyofthestudents,pathologicallydeficientcomparedtothesametimeofthecompanions,Ihavecometograsptheobjectivefactofblockingorattimes,slowingtheactionoftheteachersintheseschoolsituations.ItshowedthelackofatheoreticalreferencelinethatwasprimarilypedagogicalaboutthetrueidentityofeducationalactionwithwhichtounderstandtheMediaEducationnotonlyinthe“schoolforall”but,aboveall,inthe“educationforall”.Ihavegainedsoconvincedoftheneedforapedagogyofactionthatwouldchangetheveilobscuredby“formaementis”anchoredtoaschool,“therapistand/ortherapeutic”withaschoolthatwas,however,instructiveandusefultothecognitivestylesofallitsusers,althoughcomplex.Drawupatheoreticalpaththatwouldputoutallthepositivitythattheactionof‘“educate”has,ifproperlycalibratedandadjustedtotheparticularitiesofeach,itwasmyfirstgoal;subsequently,throughtheanalysisofallmyexperimentswithapplicationofvarioustechnologiespupilsfromclinicaldiagnosesmostvariedandcomplex,andthesuccesseseachtime,Imodeledamethodologyanddidacticsofreference,sothattheactionoftheteacherwasnotlimitedonlytoapragmatismabstract.Infact,Iamconvinced,thatisnotthetechnologybutthosewholackthe“how”and“what”tomaketheteacher!
......But,thisjourneyisjustbeginning.....
Keywords:
Disability1;Neweducationaltheory2;Newtechnologies3
Conversano,R.(2015).“Disability?
No.....Dis(Ease)Ability”WhenanInnovativePedagogicalTheoryIstheDifference.CanadianSocialScience,11(3),-0.Availablefrom:
http:
//
DOI:
http:
//dx.doi.org/10.3968/6494
1.REALITY‘PRESENT
Ithaslongbeendiscussedinpedagogicalenvironments,inparticularinthecontextof“mediaeducation”,asthemostobviousconsequenceofthemediarevolutionhasgeneratedhasbeen,fromthebeginning,tocirculateinformationmorequicklythuscharacterizing,theconditionoftemporalprocessesfromdifferentspatialdimensionswithoutbordersandmultiplicityofnewrelationshipsinqualityandquantity;disorientationanduncertaintymakeitnecessarytoreflectonthecurrentworldofknowledgeandthedisseminationofknowledgethat,inthepast,itwasmainlyaimedatensuringthecontinuityofadaptationtolifethroughthepassageforgenerationsofthewealthofknowledgeacquiredovertime,questioningtherolethatithasassumedor“should”takeinasocietyinacontinuousmotion.But,attheverytimewhenoursocietydemandsandcallsustodevelopthisabilityto“self-understanding,”justtheworldoftrainingandeducationseemstobefarfromthecontemporarysociety;theschoolrefuses,orrather,withsuspiciontothenewwhilerecognizingthepositivityofwhichitisthebearer,throughusesterileandnotalwaysappropriateintermsofnewinnovativedall’alonevaguelyor,atworst,asafashionpanderingshortlifespan.And‘necessarytobringtheeducationalinstitutioninthecontextoftoday’ssocietytocreatenewformsofcitizenshipwithoutclearboundaries,whileunderminingtheoriginalthesisaimsonlytocreatelanguagesconsistentwiththeculturethatisasfluididentity,borderareawheredifferencesemergewhentheycanandshouldbevaluableexchanges.Diversityandintrisecitàoftheother,nolongertiedtothephysicalorpathological,shouldallowawiderandglobalharmonizationofskills,knowledgeandknowledge,diverseandsynergisticmadeonthetechnology,understoodastheoperationofthemultilayeredsolutioncommunicative,shouldcancelthedreaded“gap”bio-technology.Collaborativelearning,mediatedbynewtechnologies,allowsinfinitepossibilitiesofcommunicationandsharingofexperiencesandyettotal,theschooltendsnottorecognizethepositivevaluesofneweducationalandmethodologicalimplicationsasapplicabilityofnewscentspedagogicalculturerejecting,oratleastwarring,therealappealtoit,relegatingsterilepaths“applicaticcio”,thosewhoalreadyarerecognizedandreferredtoas“digitalnatives.”Seekviablesolutionsmeans,therefore,alsousetheknowledgeofthesamepupilswho,adequatetopromotelearning,becomeskillstoenhancetheirautonomy,butwearealsoaparadoxbecausethedifficultyencounteredisobjectivelytrueandrightintheroleofinformationandeducationtotechnologicalawarenessthat,insteadofformingconscioususealsoinviewofcurrenttechnologiessmart,multifunctionalintegratedsystemsforeverydaylife,itdemonizestheiruseandpresence;yet,technologicallyadvancedobjectsarenotastatussymboltobeshownasareferenceoftheireconomicstatus,butanexpressionofthemodernevolutionofthetechnologyitselfattheserviceoffullautonomycommunicationalman. 2.bydisability
Disabilityisnotachoice:
itisatraumathatnoonewouldeverwanttolive,becausethisappearancedisruptstheindividualdeepinhissubjectivitytransformingrelationships.Thedeficitimposesso,predominantly,redefiningtheparadigmcommunicationalwithothers:
thisisnottodenythedisabilitywhicheffectivelylimitsthefunctionsandactions,buttoovercome,ifnoteliminate,theoutcomeofprejudices,culturessocialrelationshipsandunabletoseebeyondthedisabilityindividualsinthefullsense.Consideringnowthathaschangednotonlythemediaworldbutespeciallythewayinwhichsubjectslearntousecommunicationmedia,understoodasinteractiontoconfrontreality,innovationand“technologyrace”,whileitallowaculturaldemocratization,forincreasingopportunitiesofaccesstothe“competence”ofcommunication,ontheothermarkinevitablynewgapssocio-cultural.Inthisfield,thecontributionthatnewtechnologieshavecomeintobeing,hasovercomemanylimitationsfavoringtheexpressionofthe“self”inmanydimensions,wheretheendlesspanoplytheyallow,especiallyinthemedia,slowlybeginstoturnourgazetothefieldofinter-functionalcommunicativelearning.But,justwhenthe“globalsociety”invitesyoutodeveloptheabilityto“self-understanding”technology,itistheworldoftrainingandeducationthatmovesawayfromthecontemporarysocial,lookingaskanceatthenewwhilerecognizingtheirpositivityofwhichisthebearer,throughusesterileandnotalwaysappropriate,veryanchoredtothepastor,atworst,panderingasashort-livedfad.Ineverydayschoolsituationsemergesimultaneouslyproblemsassociatedwithlearningdisabilities,inclusionandintegrationwhileincontrast,isflounderingintryingthesolutioninpathwaysmediatingbetweenteachers’knowledgeandskillsofexpertsinthefield,almostalwaysseenastheonlyrealresources.Inthisfield,socloselytheeducationandtrainingyouneedtomeetthechallengesthatlearningdifficultiesandpsicodisabilitàtypicallyhighlight;indeed,convincedadvocatesthat“educatesthroughwhatissaid,morethroughwhatis,”thedisabilityinitselfgivesrisetotheneedtodevelopasharedreflectionontheproblemsandtheawarenessofitaccordingtoareinterpretationholistic:
Pointtothedifferentwaysandstylesoflearningasaresourcefortheclinicalpathology,resultinginsomewayafurthernuanceofdiversity,mustbecometheguidelinetoobserveandkeepasareferencepointtocalibrateandadjustthemethodandteaching,designedtofacilitatetheprocessofteachingandlearning.ThetermIcoined“Disagiabilità”redefiningwhataretherealobstaclesthatchildren,studentsanddisabledpeoplegenerallyliveand/ormeet:
notsomuchthedifferentapproachproficientwiththesurroundingreality,ie“use“thenewspaperinadifferentway,astheanxieties,theanguishandtheinabilitytoapproachthattheytriggerinthosearoundthem,whichhighlighttheonehandthedifficultiesrelatedtothedeficitand,ontheotherhand,theattitudesoffearandl‘ambivalenceenvironmentthatinteractwiththepotentialdegreeofautonomyreached,despitethedisadvantage:
“...preservetheskillsdifferentfromthediscomfortthatusuallygoeswildintheother.”ThistermIfocusmoreclearlythefocusonobservationofthesituationofdifficultyofthesubjectwithseveralpeculiaritieshabilitation,to“see”theproblemandpossiblesolutionsmoreautonomyintheirentirety,inordertodealwiththebest,creatingaspace,alsovirtual,whereexperienceandprofessionalismcanfindtherightexpressioninrespectofrolesandresponsibilities.Thestrongpointofreferenceinthereviewofthisnewterm,the“Dis(ease)Ability”infact,istointerveneonthefalseinterpretationsofbehaviorofthosewho,despitehimself,approachestherelationshipwithhumanrealitieshabilitationdifferentconditions;infact,inadisabledsubject,theseverityofhisdiagnosisdeficit,delayedmoreorlesssevere,mustnotpreventtherespectanddevelopmentofresidualpotentiallargelyitsfunctionalpartforacorrectnormallife:
inotherwords,becauseofitsmentalorphysicaldeficiencythatis,shouldnotbeidentifiedas“theonewhoisunabletounderstandortolive”accordingtothecommonstandardsofnormality.Thepositivesideofthisterm,whichisproposedasanewreadingabouttheoreticalandpedagogicalrefunctionalizationapplicationofnewte
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