{"id":4304,"date":"2020-10-08T14:51:33","date_gmt":"2020-10-08T12:51:33","guid":{"rendered":"https:\/\/sites.dsu.univr.it\/re-serves\/?page_id=4304"},"modified":"2020-10-08T16:29:22","modified_gmt":"2020-10-08T14:29:22","slug":"educational-practices","status":"publish","type":"page","link":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/glossary\/educational-practices\/","title":{"rendered":"Educational practices"},"content":{"rendered":"<div class='clear'><\/div><div id='sub_menu1'  class='av-submenu-container main_color  avia-builder-el-0  el_before_av_one_fifth  avia-builder-el-first  av-sticky-submenu  container_wrap fullsize' style='  z-index:301' ><div class='container av-menu-mobile-disabled '><ul id='av-custom-submenu-1' class='av-subnav-menu av-submenu-pos-right'>\n<li class='menu-item menu-item-top-level  menu-item-top-level-1'><a href='https:\/\/sites.dsu.univr.it\/re-serves\/en\/glossary\/' ><span class='avia-bullet'><\/span><span class='avia-menu-text'>GLOSSARY<\/span><\/a><\/li>\n<\/ul><\/div><\/div><div class='sticky_placeholder'><\/div><div id='after_submenu'  class='main_color av_default_container_wrap container_wrap fullsize' style=' '  ><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-4304'><div class='entry-content-wrapper clearfix'>\n<div class=\"flex_column av_one_fifth  no_margin flex_column_div av-zero-column-padding first  avia-builder-el-1  el_after_av_submenu  el_before_av_three_fifth  avia-builder-el-first  \" style='border-radius:0px; '><\/div>\n<div class=\"flex_column av_three_fifth  no_margin flex_column_div   avia-builder-el-2  el_after_av_one_fifth  el_before_av_one_fifth  glossa-dettaglio \" style='background: #ffffff; padding:30px; background-color:#ffffff; border-radius:0px; '><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  av_inherit_color '   itemprop=\"text\" ><p><strong>Educational practices<br \/>\n<\/strong>Pascal Perillo<br \/>\nSuor Orsola Benincasa University of Naples<\/p>\n<p>The plurality of activities and\/or programs and\/or action protocols designed to support educational processes that fall under the concept of educational practices is a result of the wealth of paradigms and perspectives revolving around this concept. Today, the set of practices international defined as educational practices no longer refer solely to the work of teachers. Rather, it is increasingly common for educational actions to also include the management of the relationship between training and knowledge-building processes on the part of the subjects involved in education and\/or learning activities (Melacarne, n.d.) in formal, non-formal and informal contexts (school, education in non-formal contexts, work, daily life and leisure) and in the perspective of lifelong education (lifelong, lifewide and lifedeep learning).<br \/>\nIn this case, the concept of educational practice is interpreted in light of the American current of pragmatism stemming from Dewey\u2019s work. This perspective allows us to move beyond the theoreticism that tends to interpret the relationship between theory and practice in education through an oppositional logic. Practice, considered in a \u2018primordial\u2019 sense, is not to be understood as the opposite of theory, i.e. the moment of its application. Rather, practice is the name of the original subject-context \u2018transaction\u2019 (Dewey &amp; Bentley, 1946\/1974). If we follow Dewey (1908\/2008) in acknowledging the practical character of reality, educational practices may be defined as complex groupings of intentionally educative acts enacted by a person-in-action in a world of which he or she is an integral part (Corbi &amp; Perillo, 2014).<br \/>\nBy identifying experience as involving a form of situated learning for which practical knowledge is defined as a way of knowing in a situation, beginning from the constitutive relationship linking the human training process to processes of knowledge construction, it is possible to recognize that educational practices enacted professionally (e.g. in formal and non-formal educational contexts) or spontaneously (e.g. in family and work contexts) generate knowledge and are validated by a system of meanings, criteria and values. That is to say, the attribution of sense and meaning to educational action does not occur exclusively on the basis of foundational, univocal principles and\/or theoretical models. As a matter of fact, these practices contribute to meeting the demands for change and emancipation that drive education and show that practice contains a rationality. Therefore, such practices do not simply constitute a generic field of activity. Rather, they are socio-culturally situated and multi-articulated practices that involve precise forms of \u2018intentional control\u2019 exercised by those enacting them (educators, pedagogues, teachers, and parents) (Perillo, 2012).<br \/>\nIn light of these points, we understand the practice of educating to be an intentional practice that goes beyond merely applying what the theories \u201cprescribe\u201d. It entails a critique that regulates action, assuming (as Dewey argues) that there are pre-conceptual traits in practice (understood as an \u201cindistinct whole\u201d of activities regulated between implicit and explicit thinking) and considering that the practices of education provide the data and arguments that constitute the \u201cproblems\u201d of the investigation (Striano, 2001). Educational practices are situated and embodied and, since they are the source of the problems that educational agents seek to investigate, they require a constant labor of analysis and research through the exercise of <a href=\"https:\/\/sites.dsu.univr.it\/re-serves\/en\/glossary\/reflectivity\/\">reflectivity<\/a>.<br \/>\nSome of the research actions envisaged by the RE-SERVES project focus on this level with the aim of investigating the educational practices carried out by professionals in formal and non-formal agencies to develop and implement educational <a href=\"https:\/\/sites.dsu.univr.it\/re-serves\/en\/glossary\/educational-community-of-care\/\">communities<\/a> of care.<\/p>\n<p><strong>Selected references<br \/>\n<\/strong><\/p>\n<p>Corbi, E., &amp; Perillo, P. (Cur.) (2014). La formazione e il \u201ccarattere pratico della realt\u00e0\u201d. Scenari e contesti di una pedagogia in situazione. Pensa MultiMedia.<\/p>\n<p>Dewey, J. (2008[1908]). La realt\u00e0 possiede carattere pratico?. In R. Frega (Cur.), Logica sperimentale. Teoria naturalistica della conoscenza e del pensiero. Quodlibet.<\/p>\n<p>Dewey, J., &amp; Bentley, A.F. (1974). Conoscenza e transazione. La Nuova Italia Editrice. (Originariamente pubblicato nel 1946)<\/p>\n<p>Melacarne, C. (n.d.). Educational practices. In P.C. Rivoltella, P.G. Rossi, L\u2019agire didattico. Manuale per l\u2019insegnante. La Scuola.<\/p>\n<p><a href=\"http:\/\/lascuola.it\/nuovadidattica\/it\/home\/mappe\/1382696387986\/1386867413262\">http:\/\/lascuola.it\/nuovadidattica\/it\/home\/mappe\/1382696387986\/1386867413262<\/a>.<\/p>\n<p>Perillo, P. (2012). Pensarsi educatori. Liguori.<\/p>\n<p>Striano, M. (2001). La \u00abrazionalit\u00e0 riflessiva\u00bb nell\u2019agire educativo. Liguori.<\/p>\n<\/div><\/section><\/div><div class=\"flex_column av_one_fifth  no_margin flex_column_div   avia-builder-el-4  el_after_av_three_fifth  avia-builder-el-last  \" style='background: #ffffff; padding:30px; background-color:#ffffff; border-radius:0px; '><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  '   itemprop=\"text\" ><p><strong>How to cite this text:<\/strong><\/p>\n<p>Perillo, P. (2020). Educational practices. In M. Milana &amp; P. Perillo (Cur.) RE-SERVES project: Glossary. <a href=\"https:\/\/sites.dsu.univr.it\/re-serves\/\"><u>https:\/\/sites.dsu.univr.it\/re-serves\/<\/u><\/a><\/p>\n<\/div><\/section><\/div><\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":0,"parent":3042,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"acf":[],"_links":{"self":[{"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/pages\/4304"}],"collection":[{"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/comments?post=4304"}],"version-history":[{"count":5,"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/pages\/4304\/revisions"}],"predecessor-version":[{"id":4368,"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/pages\/4304\/revisions\/4368"}],"up":[{"embeddable":true,"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/pages\/3042"}],"wp:attachment":[{"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/media?parent=4304"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}