So-called “internet studies” have highlighted the importance of pedagogy, also declined as a philosophy of education, as a science able to provide, along with other human and cultural sciences, a significant contribution to the understanding of the implications and educational potential of social networking for the human being in the age of infosphere. In recent years, from this interdisciplinary context, has emerged a new pedagogy focused both on curriculum and training. This pedagogy has been called the “social networking pedagogy.” This pedagogy aims to identify the interaction that takes place, for example, in social networks seen as environments for communication. Moreover, it aims to identify the possibility of developing a learning and training model that not only opens up new scenarios for the education of the future through new media but also allows us to understand, through a critical approach, the whole contemporary culture. Therefore, from the analysis of this scenario and by using a theoretical methodology based on approaches that will be mainly hermeneutical-deconstructive and historical-dialectical, the paper will outline the possible epistemological framework for the social networking pedagogy within the internet studies. Also, it will identify the main problems and issues of this specific pedagogy and highlight how this latter can be seen as a “cultural pedagogy” characterized by a positive and optimistic approach to new media (with a particular focus on social networks). Actually, the social networking pedagogy, after identifying advantages and disadvantages of social networks and new media, aims to bring out from them their pedagogical instances and help teachers and educators transform them into effective educational content and communication tools for the curriculum. The article will also examine in-depth the contributions of critical pedagogy scholars David Trend and Henry Giroux, who can be considered the pioneers of social networking pedagogy. The article will conclude by highlighting the importance of ethics as a pedagogical practice that, through a process of control, regulation, and supervision of communication interactions within the net and social networks, paves the way for their conscious and educational use.
I cosiddetti “internet studies” hanno messo in evidenza l’importanza della pedagogia, declinata anche come filosofia dell’educazione, quale scienza in grado di fornire, insieme alle altre scienze umane e della cultura, un contributo significativo per la comprensione delle implicazioni e delle potenzialità formative della Rete per l’essere umano nell’epoca dell’infosfera. Nel contesto di questo approccio interdisciplinare, con una focalizzazione sul curricolo e sulla formazione, si è andata strutturando nel corso degli ultimi anni quella che viene oggi definita come la “pedagogia del social networking”. Si tratta di una pedagogia che individua nell’interazione che avviene, ad esempio, nei social network – visti da questa pedagogia come contenitori per l’interazione comunicativa – la possibilità di sviluppo di un modello di apprendimento e formazione che non solo apre nuovi scenari all’educazione del futuro attraverso i new media ma permette anche di comprendere, attraverso un approccio critico, tutta la cultura contemporanea. Pertanto, partendo dall’analisi di questo scenario e utilizzando una metodologia teoretica basata su approcci che saranno principalmente di tipo ermeneutico-decostruttivo e storico-dialettico, nell’articolo si traccerà il possibile quadro epistemologico nel quale collocare la “pedagogia del networking” all’interno degli internet studies, individuandone anche i problemi e le principali tematiche. Inoltre, l’articolo metterà in evidenza come questa specifica pedagogia si vada oggi configurando, come una “pedagogia della cultura” che si caratterizza per un approccio positivo e ottimistico ai nuovi media (con particolare riferimento ai social network), dai quali, dopo averne individuato vantaggi e svantaggi, intende far emergere le istanze pedagogiche che insegnanti e formatori dovranno essere aiutati a cogliere e a trasformare in contenuti e strumenti di comunicazione educativa efficace per il curricolo. Nell’articolo verranno approfonditi, inoltre, i contributi degli studiosi di pedagogia critica David Trend ed Henry Giroux, che possono essere considerati i pionieri della pedagogia del networking. L’articolo si concluderà con l’evidenziare l’importanza dell’etica quale prassi pedagogica che, attraverso un processo di controllo, regolamentazione e vigilanza sulle interazioni comunicative nella rete e nei social network, spiana di fatto la strada a un uso consapevole ed educativo di questi ultimi.
Quando l'educazione è nella Rete: per una pedagogia del social networking
Isidori E
2020-01-01
Abstract
So-called “internet studies” have highlighted the importance of pedagogy, also declined as a philosophy of education, as a science able to provide, along with other human and cultural sciences, a significant contribution to the understanding of the implications and educational potential of social networking for the human being in the age of infosphere. In recent years, from this interdisciplinary context, has emerged a new pedagogy focused both on curriculum and training. This pedagogy has been called the “social networking pedagogy.” This pedagogy aims to identify the interaction that takes place, for example, in social networks seen as environments for communication. Moreover, it aims to identify the possibility of developing a learning and training model that not only opens up new scenarios for the education of the future through new media but also allows us to understand, through a critical approach, the whole contemporary culture. Therefore, from the analysis of this scenario and by using a theoretical methodology based on approaches that will be mainly hermeneutical-deconstructive and historical-dialectical, the paper will outline the possible epistemological framework for the social networking pedagogy within the internet studies. Also, it will identify the main problems and issues of this specific pedagogy and highlight how this latter can be seen as a “cultural pedagogy” characterized by a positive and optimistic approach to new media (with a particular focus on social networks). Actually, the social networking pedagogy, after identifying advantages and disadvantages of social networks and new media, aims to bring out from them their pedagogical instances and help teachers and educators transform them into effective educational content and communication tools for the curriculum. The article will also examine in-depth the contributions of critical pedagogy scholars David Trend and Henry Giroux, who can be considered the pioneers of social networking pedagogy. The article will conclude by highlighting the importance of ethics as a pedagogical practice that, through a process of control, regulation, and supervision of communication interactions within the net and social networks, paves the way for their conscious and educational use.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.