In this lesson we are traced the most significant stages of the journey that the pedagogy has come in modern times to be recognized itself as an autonomous science. Between the seventeenth and nineteenth centuries pedagogy was still assimilated to the speculative-systemic model and its epistemological code was the philosophical one; its abstract and self-referential logic did not explain the concrete and historical educational experience. Attempts by Comenius, Rousseau, Pestalozzi, Herbart, Positivists, to give some autonomy to pedagogy, have not led to a radical transformation of its identity as would have happened in the twentieth century.
|Titolo della pubblicazione ospite||Lezioni di pedagogia fondamentale|
|Numero di pagine||26|
|Stato di pubblicazione||Published - 2017|