Franco Blezza | How the Pedagogist Practices His Profession on Couple and Family Problems
Abstract
Pedagogy is a social science whose origins refer to classical Greece, and it is also for its own nature a social profession, with neighboring foundations in the nineteenth century Mitteleuropa, whose apical professional is called “Pedagogist”, properly. Italy has given recently legal recognition to the professional Pedagogist (law 205/2017, art. 1 594-601). In this essay we take in synthetic examination the profile of this social professional and of some important examples of the rich and diversified “toolbox” that he can use in its practice, in a composite culture and relevant for its differentiated inputs and their integration, with particular regard to the professional practising for couple and family problems. We can understand also the reasons why the historical dimension is so important, necessary, to the training of the Pedagogist like to every pedagogy student
In December 2017 the Italian Parliament approved definitively the law 205, that introduces a first definition and discipline of the profession of Pedagogist, so finally aligning Italy with Europe and Occident at this specific regard, and giving to the pedagogical culture the recognized and ruled professionality that have long existed for Medicine and Surgery, Engineering, Law, Economics and Commerce, Chemistry, Physics, Social service, and so on. The aim of this paper is to summarize some aspect of this profession, his toolbox and his practice, particularly on couple and family problems Blezza [1].
The pedagogist is the professional of the highest level expressed by the pedagogical culture and the complex of educational subjects and sciences. Such a professional, like any other, is susceptible to specializations and hierarchical articulation. It is a profession of ancient history as those of the medical surgeon and of the jurist, about 2500 years in Western civilization. On the other hand, education is an essential human necessity as well as the health and the civil coexistence normed by positive law. The historians of pedagogy, and those of thought, know how and why in certain periods the integral fulfilment of such a need may not have the necessity of a specific professional contribution, even though the education always was the subject of study and reflection. The profound change in the time of the pedagogical professions should be placed in relation to the different educational paradigms that prevailed in each historical period, just as was the case for the professional contribution of the jurists. The social role of the medical doctor and surgeon, on the contrary, has had a much more complex history and was characterized by the constancy of a substantial presence and a strong social conspicuousness. John Dewey (1859-1952) defined the Sophists “the first body of professional educators in Europe” [2]. And it is of great interest the context of this affirmation, a particular perspective of the relationship between pedagogy and philosophy The earlier history of philosophy, developed by the Greeks in Asia Minor and Italy, so far as its range of topics is concerned, is mainly a chapter in the history of science rather than of philosophy as that word is understood to-ay. It had nature for its subject and speculated as to how things are made and changed. Later the traveling teachers, known as the Sophists, began to apply the results and the methods of the natural philosophers to human conduct. When the Sophists instructed the youth in virtue, the political arts, and the management of city and household, philosophy began to deal with the relation of the individual to the universal, to some comprehensive days, or to some group; the relation of man and nature, of tradition and reflection, of knowledge and action. Can virtue, approved excellence in any line, be learned, they asked? What is learning? It has to do with knowledge. What, then, is knowledge? How is it achieved? Through the senses, or by apprenticeship in some form of doing, or by reason that has undergone a preliminary logical discipline? Since learning is coming to know, it involves a passage from ignorance to wisdom, from privation to fullness from defect to perfection, from non-being to being, in the Greek way of putting it. [2], Chapter Twenty-four: Philosophy of Education] The term “pedagogy” and derivatives where unused in the Dewey’s English language, compared to the term “education”, unlike for other western languages such as German, French, Italian and several others ones; moreover, the English language is knowing its evolution also in this specific regard. And let us not forget that the fundamental work of Dewey of the 1897, collection of five essays, was entitled My pedagogic creed [3].
Franco Blezza article from lupine publishers:
Some professions that have gained great importance in the XX century have had their foundations in the context of the Mitteleuropa, in the European world of German-speaking, or in its vicinity, in the previous century: particularly the professions of the psychological and psychoanalytic area, and the professions of sociological culture. The modern era had ended since the last decades of the XVIII century with the Enlightenment, the bourgeois revolutions, the industrial revolution and the deep social changes that have been achieved. It was starting a later historical era, which has no unique denomination and that was dominated by a certain Biirgergeist that had in the education an essential foundation: an education carried out through the replication of prefixed models, and aimed at the construction of the genders in an extremely polarized sense as required by the “nuclear” family paradigm, a very important creation of that period. Such an educational investment was very strong but a-specific, did not required the Pedagogist’s help to have a particular pedagogical culture, but only the previous adherence to those principles, and the consequent commitment to replicate everything ion their own students Blezza [4].
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