Abstract
Pedagogy is a discipline concerned with theories and practices of education. Its epistemological model is complex. It may be considered as qualified by two structural directions: pluralism and dialecticity.
The pluralism of pedagogy is represented by its possible theoretical routes, by the different levels of sharing of disciplinarity and by a multiplicity of aspects. It involves empirical and experimental research, historical and philosophical dimensions, and epistemological and metatheoretical lines. The theoretical plurality of pedagogy concerns subjects, ages and places of education, languages and research methods, and actual directions and interpretative issues. The multidisciplinary plurality of pedagogy distinguishes it in pedagogical sciences, educational sciences, and educational developmental sciences. The disciplinary multiplicity of pedagogy is expressed by the diversity of pedagogical sciences that belong to general pedagogy. Even if pedagogical sciences are multiple, social pedagogy, history of pedagogy and special needs education are disciplines specifically related to the field of pedagogy.
The dialecticity of pedagogy expresses its controversial nature divided between science and philosophy. The scientific approach to pedagogy evolves from systematicity to complexity. It develops, namely, in parallel with the construction and the reconstruction of the very idea of science. The systematization of educational sciences strengthens the philosophical role of pedagogy. The so-called identity crisis of pedagogy will bring it to rediscover the sense of its own reflexive intentionality. The relationship between theory and practice makes pedagogy a science of education, in particular a theory of educational development processes.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Abbreviations
- E.O.L.:
-
ease of learning
- F.O.K.:
-
feeling of knowing
- J.O.L.:
-
judgment of learning
- P.T.R.:
-
prediction of total recall
References
F. Cambi: Il Congegno del Discorso Pedagogico (Clueb, Bologna 1986), in Italian
D.H. Jonassen, B.L. Grabowski: Handbook of Individual Differences Learning and Instruction (Routledge, New York, London 2011)
H.L. Swanson, K.R. Harris, S. Graham (Eds.): Handbook of Learning Disabilities (Guilford, New York 2013)
B.Y.L. Wong, D.L. Butler (Eds.): Learning About Learning Disabilities (Elsevier, San Diego 2012)
P. Tinkler, C. Jackson: The past in the present: Historicising contemporary debates about gender and education, Gender Educ. 26(1), 70–86 (2014)
P. Stephens: Social Pedagogy: Heart and Head (Europäischer Hochschulverlag, Bremen 2013)
G.S. Levine, A. Phipps, C. Blyth (Eds.): Critical and Intercultural Theory and Language Pedagogy (Cengage Learning, Florence 2010)
J.A. Banks: Cultural Diversity and Education: Foundations, Curriculum, and Teaching (Pearson Allyn Bacon, Boston 2001)
J. Clarke, A. Hanson, R. Harrison, F. Reeve (Eds.): Supporting Lifelong Learning: Perspectives on Learning (RoutledgeFalmer, London 2002)
P. Jarvis: Twentieth Century Thinkers in Adult and Continuing Education (Taylor Francis, Oxford 2012)
M.S. Knowles, E.F.I.I.I. Holton, R.A. Swanson: The Adult Learner (Elsevier, London 2011)
Z. Bekerman, N.C. Burbules, D. Silberman-Keller (Eds.): Learning in Places: The Informal Education Reader (Peter Lang, New York 2006)
F. Santoianni: Modelli di Studio. Apprendere con la Teoria Delle Logiche Elementari (Erickson, Trento 2014), in Italian
A. Rogers: Non-Formal Education: Flexible Schooling or Participatory Education? (Kluwer, New York 2005)
V.C.X. Wang, L. Farmer, J. Parker, P.M. Golubski: Pedagogical and Andragogical Teaching and Learning with Information Communication Technologies (IGI Global, Hershey 2012)
P. Petrie: Communication Skills for Working with Children and Young People (Jessica Kingsley, London 2011)
A.A. Ciccone, R.A.R. Gurung, N.L. Chick, A. Haynie (Eds.): Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind (Stylus, Sterling 2008)
S.N. Hesse-Biber: Mixed Methods Research: Merging Theory with Practice (Guilford, New York 2010)
M. Gennari, A. Kaiser: Prolegomeni alla Pedagogia Generale (Bompiani, Milano 2000), in Italian
G.L. De Landsheere: History of educational research. In: International Encyclopedia of Education, Vol. 3, ed. by T. Husen, T.N. Postlethwaite (Pergamon, Oxford 1985)
G. Mialaret: Les Sciences de L’éducation (Presses Universitaires de France, Paris 1976), in French
J. Dewey: The Sources of a Science of Education (Horace Liveright, New York 1929)
H. Daniels: Vygotsky and Pedagogy (RoutledgeFalmer, London 2001)
L.R. Meeth: Interdisciplinary studies: Integration of knowledge and experience, Change 10, 6–9 (1978)
R. Nola, G. Irzik: Philosophy, Science, Education and Culture (Springer, Dordrecht 2005)
J. Storø: Practical Social Pedagogy (The Policy Press, Bristol 2013)
P. Orefice: Participatory research methods in the education of adult: Theoretical and methodological aspects. In: Towards the End of Teaching? Innovation in European Adult Learning, ed. by M. Dale (NIACE, Leicester 2000)
F. Cambi: Storia Della Pedagogia (Laterza, Roma-Bari 1995), in Italian
H. Leser: Das pädagogische Problem in der Geistesgeschichte der Neuzeit (Oldenburg, München 1925), in German
J. Dewey: Democracy and Education: An Introduction to the Philosophy of Education (Macmillan, New York 1916)
F. Cambi: Abitare il Disincanto. Una Pedagogia per il Postmoderno (UTET Università, Turin 2006), in Italian
E.C. Winter: Preparing new teachers for inclusive schools and classrooms, Support Learn. 21(2), 85–91 (2006)
G. Golder, B. Norwich, P. Bayliss: Preparing teachers to teach pupils with special educational needs in more inclusive schools: Evaluating a PGCE development, Br. J. Special Educ. 32(2), 92–99 (2005)
M. Nind, J. Rix, K. Sheehy, K. Simmons (Eds.): Curriculum and Pedagogy in Inclusive Education. Values into Practice (Routledge, New York 2013)
F. Santoianni: La Fenice Pedagogica. Linee di Ricerca Epistemologica (Liguori, Napoli 2007), in Italian
R.L. Zigler: The holistic paradigm in educational theory, Educ. Theory 28(4), 318–326 (1978)
J.F. Herbart: Allgemeine Pädagogik, aus dem Zweck der Erziehung abgeleitet (1806). In: Pädagogische Grundschriften, Pädagogische Schriften, Vol. 2, ed. by W. Asmus (Klett, Stuttgart 1982)
E. Morin: Introduction à la Pensée Complexe (ESF, Thiron 1990), in French
E. Morin: Science Avec Conscience (Fayard, Paris 1982), in French
F. De Bartolomeis: La pedagogia come scienza (La Nuova Italia, Firenze 1953)
W. Brezinka: Empirical sciences and other educational theories: Differences and possibilities for agreement. In: Critical Rationalism and Educational Discorse, ed. by G. Zecha (Rodopi, Amsterdam 1999) pp. 153–169
A. Visalberghi: Problemi Della Ricerca Pedagogica (La Nuova Italia, Firenze 1965), in Italian
M. Debesse, G. Mialaret: Traité des Sciences Pédagogiques (Presses Universitaires de France, Paris 1969), in French
F. Heyting, D. Lenzen, J. White (Eds.): Methods in Philosophy of Education (Routledge, London 2001)
F. De Bartolomeis: La Ricerca Come Antipedagogia (Feltrinelli, Milano 1969), in Italian
F. Santoianni: Educabilità Cognitiva (Carocci, Roma 2006), in Italian
F. Santoianni: Modelli e Strumenti di Insegnamento (Carocci, Roma 2010), in Italian
J.H. Block, L.W. Anderson: Mastery learning. In: Handbook on Teaching Educational Psychology, ed. by D. Treffinger, J. Davis, R. Ripple (Academic, New York 1977)
D.A. Lieberman: Learning: Behavior and Cognition (Wadsworth, Belmont 1990)
H. Gardner: The Mind’s New Science: A History of the Cognitive Revolution (Basic, New York 1985)
H. Gardner: Formae Mentis. Frames of Mind: The Theory of Multiple Intelligences (Basic, New York 1983)
R.J. Sternberg, L.F. Zhang: Perspectives on Thinking, Learning, and Cognitive Styles (LEA, Mahwah 2001)
J. Metcalfe, A. Shimamura (Eds.): Metacognition: Knowing About Knowing (MIT Press, Cambridge 1994)
L.M. Reder (Ed.): Implicit Learning and Metacognition (LEA., Mahwah 1996)
D.J. Hacker, J. Dunlosky, A. Graesser (Eds.): Metacognition in Educational Theory and Practice (LEA, Mahwah 1998)
D. Kirshner, J.A. Whitson (Eds.): Situated Cognition: Social, Semiotic, and Psychological Perspectives (Erlbaum, Hillsdale 1997)
B.C. Smith: Situatedness/Embeddedness. In: The MIT Encyclopedia of the Cognitive Sciences, ed. by R.A. Wilson, F. Keil (MIT Press, Cambridge 1999)
C. Bereiter: Education and Mind in the Knowledge Age (LEA, Mahwah 2002)
D. Magnusson (Ed.): The Lifespan Development of Individuals. Behavioral, Neurobiological, and Psychosocial Perspectives (Cambridge Univ. Press, Cambridge 1996)
P.B. Baltes, U.M. Staudinger (Eds.): Interactive Minds. Life-Span Perspectives on the Social Foundation of Cognition (Cambridge Univ Press, Cambridge 1996)
J. Retallick, B. Cocklin, K. Coombe: Learning Communities in Education: Issues, Strategies and Contexts (Routledge, Londra 1999)
B. Rogoff, C.G. Turkanis, L. Bartlett: Learning Together: Children and Adults in a School Community (Oxford Univ. Press, Oxford 2003)
D.R. Olson, N. Torrance (Eds.): The Handbook of Education and Human Development (Blackwell, Oxford 1996)
M. Cole: Cultural Psychology: A Once and Future Discipline (Cambridge Univ. Press, Cambridge 1996)
K. Egan: The Educated Mind. How Cognitive Tools Shape Our Understanding (Univ. Chicago Press, Chicago 1997)
H.M. Wellman: The Child’s Theory of Mind (MIT Press, Cambridge 1990)
P. Carruthers, P. Smith (Eds.): Theories of Theory of Mind (Cambridge Univ. Press, Cambridge 1995)
S. Carey, R. Gelman: The Epigenesis of Mind (Erlbaum, Hillsdale 1991)
E. Frauenfelder, F. Santoianni (Eds.): Mind, Learning and Knowledge in Educational Contexts (Cambridge Scholars, Cambridge 2003)
D.H. Jonassen, S.M. Land: Theoretical Foundations of Learning Environments (LEA, Mahwah 2000)
M.L. Anderson: Embodied cognition: A field guide, Artif. Intell. 149, 91–130 (2003)
M.A. Stadler, P.A. Frensch (Eds.): Handbook of Implicit Learning (Sage, Londra 1998)
F. Santoianni: Educational models of knowledge prototypes development, Mind Soc. 10, 103–129 (2011)
F. Santoianni, C. Sabatano (Eds.): Brain Development in Learning Environments. Embodied and Perceptual Advancements (Cambridge Scholars, Cambridge 2007)
C. Metelli Di Lallo: Analisi del Discorso Pedagogico (Marsilio, Padova 1967), in Italian
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer-Verlag Berlin Heidelberg
About this chapter
Cite this chapter
Santoianni, F. (2017). Models in Pedagogy and Education. In: Magnani, L., Bertolotti, T. (eds) Springer Handbook of Model-Based Science. Springer Handbooks. Springer, Cham. https://doi.org/10.1007/978-3-319-30526-4_49
Download citation
DOI: https://doi.org/10.1007/978-3-319-30526-4_49
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-30525-7
Online ISBN: 978-3-319-30526-4
eBook Packages: EngineeringEngineering (R0)