The discovery of a number of documents - in the archives of the Faculty of Education and at the MIUR Library - has made it possible to reconstruct the various steps that led to the establishment of the first-degree course in Psychology in Italy, in 1971. This is an important event in the development of the human sciences, not only from a factual point of view, with the exact location of facts and personalities that contributed to It, but above all from the cultural point of view and of the scientific currents of reference, framing this event in a vein that was nourished by impulses from previous studies and directions of thought, and that gave impetus to subsequent movements. The progressive and strong affirmation of psychology in Italy, starting in 1971, was intertwined with the rapid decline of pedagogy which, after a quarter of a century, in 1996, saw the closure of its degree course, replaced by that of Educational Science. This last step calls into question the responsibilities of the pedagogues of the time and, in particular, of Aldo Visalberghi, the main architect of this upheaval with the publication of his Pedagogy and Educational Science. In 1996, a historical, cultural and scientific cycle that had lasted over seventy years was thus completed. These entanglements deeply affect the epistemological status of Pedagogy, challenging every researcher to make it the subject of new critical studies.
La scoperta di alcuni documenti – nell’archivio della Facoltà di Magistero e presso la Biblioteca del MIUR – hanno consentito di ricostruire alcuni passaggi che portarono all’istituzione del primo corso di laurea in Psicologia in Italia, nel 1971. Si tratta di una vicenda importante nello sviluppo delle scienze umane, non soltanto dal punto di vista fattuale, con la collocazione esatta di fatti e personaggi che vi contribuirono, ma soprattutto dal punto di vista culturale e delle correnti scientifiche di riferimento, inquadrando tale evento in un filone che si è alimentato di spinte provenienti da studi e indirizzi di pensiero precedenti, e che ha dato impulso a movimenti successivi. La progressiva e forte affermazione della Psicologia in Italia, a partire dal 1971, si intreccia con il veloce declino della Pedagogia che, dopo un quarto di secolo, nel 1996, vedrà la chiusura del proprio corso di laurea, sostituito da quello di Scienze dell’Educazione. Quest’ultimo passaggio chiama in causa le responsabilità dei pedagogisti dell’epoca e, in particolare, di Aldo Visalberghi, principale artefice di tale rivolgimento con la pubblicazione del suo Pedagogia e Scienze dell’Educazione. Nel 1996 si compì così un ciclo storico, culturale e scientifico, che era durato oltre settant’anni. Tali intrecci toccano in profondità lo statuto epistemologico della Pedagogia, interpellando ogni ricercatore a farne oggetto di nuovi studi critici.
Pedagogia, psicologia, scienze dell’educazione. Intrecci culturali, storici e scientifici
Raffaele Ciambrone
2024-01-01
Abstract
The discovery of a number of documents - in the archives of the Faculty of Education and at the MIUR Library - has made it possible to reconstruct the various steps that led to the establishment of the first-degree course in Psychology in Italy, in 1971. This is an important event in the development of the human sciences, not only from a factual point of view, with the exact location of facts and personalities that contributed to It, but above all from the cultural point of view and of the scientific currents of reference, framing this event in a vein that was nourished by impulses from previous studies and directions of thought, and that gave impetus to subsequent movements. The progressive and strong affirmation of psychology in Italy, starting in 1971, was intertwined with the rapid decline of pedagogy which, after a quarter of a century, in 1996, saw the closure of its degree course, replaced by that of Educational Science. This last step calls into question the responsibilities of the pedagogues of the time and, in particular, of Aldo Visalberghi, the main architect of this upheaval with the publication of his Pedagogy and Educational Science. In 1996, a historical, cultural and scientific cycle that had lasted over seventy years was thus completed. These entanglements deeply affect the epistemological status of Pedagogy, challenging every researcher to make it the subject of new critical studies.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
