in Italy who teaches technology in middle school - like myself - knows the ups and downs of this matter, not always adequately appreciated by the ministerial decision-makers and more than once at the risk of ultimate extinction. I get the impression that, in addition to this environmental condition certainly not favorable, it is unfortunately common among teachers themselves some uncertainty and indecision if you are and what the reasons are strong in support of conservation - or even strengthening - of his teaching in basic education (primary and secondary).
who is convinced - as I am - whether on the contrary of an important subject for the training of the person can not but feel compelled to shed light on this important issue and try to bridge this gap.
consider briefly what are the reasons most often taken to support the teaching of Technology.
1. These reasons seem sometimes result from the strong technological characterization of the environment and the society in which we live, to the point of use - to indicate this configuration, social, cultural and economic - to the famous expression of 'technology company'. So, in essence, it is essential for citizens of today and tomorrow even more than a adequate cultural facilities on the extent technological ; only mastering appropriate conceptual categories - so - you could make a conscious exercise their right and duty to participate in the management of the common good in a society deeply steeped in technology.
2. Other times these reasons are identified in the theoretical and practical scope of professional membership of the same teacher - electronic, mechanical, engineering, architecture, agronomy, computer science, etc.. - And give the teaching of technology as an important educational value preparatory courses of study in respect of - and professional - Working in areas of technical or technological . As if teaching the technology of the young (or young) should have a value and significance of preparatory or preparatory exercise in the future, of any profession. And if that was enough to justify its presence in the curriculum of basic school, an alleged practice of spendable this matter, whatever its more or less extensive educational potential.
I propose instead with this short contribution - without wishing to deny the validity of all the settings mentioned above - to suggest some topics that I consider fundamental and necessary to definitively confirm the presence of a significant Technology among the materials that make up the curriculum of basic school.
It therefore affirmed the decision with the following: the technical dimension of human action is at once so profound and essential 'human animal even be characterized by its very appearance on earth. In other words - as supported and effectively argued, for example, German anthropologist Arnold Gehlen - in the wide horizon of mental and cultural conformity relating to man a central place is occupied by ' action, understood as a constructive do be open to the world and unable, constitutionally, to live with purely organic and natural means.
This view - that recognizes technical acting something distinctive of the same human constitution - thus represents an overcoming of those visions that capture technique predominantly or exclusively in the size of functional and utilitarian, which is still present.
It primarily clearly recognize the role played by the needs as an impetus for human action. Needs that only the dawn of civilization are linked to survival and livelihood, and that - with the progress of the human species - are more often the connotation of desires. And 'in fact, the distinctive culture of a given society at a given time to develop the idea - widespread and widely accepted - by Wellness or common good, and it is to his or her achievement enhancement that are directed from time to time the wishes of individuals or social groups and then pushing the man to a ceaseless creative and transformative action.
anthropological background Accepting this option means promoting a pedagogical approach whereby the formation of the person who can not compete even the teaching of a subject - such as technology - which puts the focus of its research methodology and a disciplinary discussions on the new technology, its motivations, consequences, implications, and its interconnections with other areas in which they exercise the countless and extraordinary faculty.
consider briefly what are the reasons most often taken to support the teaching of Technology.
1. These reasons seem sometimes result from the strong technological characterization of the environment and the society in which we live, to the point of use - to indicate this configuration, social, cultural and economic - to the famous expression of 'technology company'. So, in essence, it is essential for citizens of today and tomorrow even more than a adequate cultural facilities on the extent technological ; only mastering appropriate conceptual categories - so - you could make a conscious exercise their right and duty to participate in the management of the common good in a society deeply steeped in technology.
2. Other times these reasons are identified in the theoretical and practical scope of professional membership of the same teacher - electronic, mechanical, engineering, architecture, agronomy, computer science, etc.. - And give the teaching of technology as an important educational value preparatory courses of study in respect of - and professional - Working in areas of technical or technological . As if teaching the technology of the young (or young) should have a value and significance of preparatory or preparatory exercise in the future, of any profession. And if that was enough to justify its presence in the curriculum of basic school, an alleged practice of spendable this matter, whatever its more or less extensive educational potential.
I propose instead with this short contribution - without wishing to deny the validity of all the settings mentioned above - to suggest some topics that I consider fundamental and necessary to definitively confirm the presence of a significant Technology among the materials that make up the curriculum of basic school.
It therefore affirmed the decision with the following: the technical dimension of human action is at once so profound and essential 'human animal even be characterized by its very appearance on earth. In other words - as supported and effectively argued, for example, German anthropologist Arnold Gehlen - in the wide horizon of mental and cultural conformity relating to man a central place is occupied by ' action, understood as a constructive do be open to the world and unable, constitutionally, to live with purely organic and natural means.
This view - that recognizes technical acting something distinctive of the same human constitution - thus represents an overcoming of those visions that capture technique predominantly or exclusively in the size of functional and utilitarian, which is still present.
It primarily clearly recognize the role played by the needs as an impetus for human action. Needs that only the dawn of civilization are linked to survival and livelihood, and that - with the progress of the human species - are more often the connotation of desires. And 'in fact, the distinctive culture of a given society at a given time to develop the idea - widespread and widely accepted - by Wellness or common good, and it is to his or her achievement enhancement that are directed from time to time the wishes of individuals or social groups and then pushing the man to a ceaseless creative and transformative action.
anthropological background Accepting this option means promoting a pedagogical approach whereby the formation of the person who can not compete even the teaching of a subject - such as technology - which puts the focus of its research methodology and a disciplinary discussions on the new technology, its motivations, consequences, implications, and its interconnections with other areas in which they exercise the countless and extraordinary faculty.
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