Features of a clinically oriented pedagogy

Abstract

The pedagogy that accompanies the individual in the encounter with the environment, enhancing both the possibilities of growth and learning is a "Clinical" Pedagogy. Without wanting to confer on this binomial any useless health intent, Pedagogy becomes tautologically enriched by the use of a strength that leads the educational relationship to the etymological roots that characterize it and to historical examples of pedagogists such as Montessori, who have theorized principles that are still valid today and widely re-proposed, paying attention first of all to the development of the human personality for an educational practice that emerges from the field of relationship and a solid cultural heritage of both scientific and humanistic nature. The goal of a clinically oriented pedagogy starts from here, from combining the complex baggage of a solid culture coming from the study of natural sciences and the human sciences, with the operative tools of that intervention, bending over the person with a glance attentive to the heterogeneous panorama of possibilities. We call it clinical because respectful of the narration of the individual text, of its needs, but also of a collective text, of the relational and anthropological panorama to which the individual belongs and of which it is the inalienable result.