G. Bolacchi, Processo di apprendimento e strutture ideologiche, "Studi di Economia", vol. V, n. 1, pp. 3-54, 1974 (aprile)

The analysis of the educational institutions and the learning process from a behavior-science perspective makes it possible to distinguish between the learning contents and the structural-psychologic aspect of the instructional-educational interaction. The latter is characterized by the asymmetry of the teacher-student relation and the conjunct interrelation between the teacher’s and the student’s interests in knowledge.

The above distinction is imperative. It allows us to rigorously define the teacher’s role, which consists of planning the learning steps and reinforcing, with appropriate stimuli, the student’s behaviors oriented towards acquiring the knowledge transmitted. It also allows us to highlight three fundamental problems of educational institutions. (a) The first problem is the misconception that the interest in knowledge can be generated through punitive methods, used singly or associated with extrinsic rewards of an individual or a social type; on the contrary, punitive methods only consolidate the interest in memorizing. (b) The second problem is the circumstance that teachers can exercise deviant power wherever they hold status-roles expressing ideological interests, which cumulate with the educational status-roles and can be confused with the latter. (c) The third problem is the fact that an ideological conflict within the educational institutions may concern the transmission of institutionalized values; however, it makes no sense as far as the transmission of scientific knowledge is concerned.

Author
Giulio Bolacchi

Title

Processo d’apprendimento e strutture ideologiche
[Learning process and ideological structures]


Published in
Studi di Economia, vol. V, n. 1 (aprile), pp. 3-54

Publisher
Istituto economico-statistico, Facoltà di Economia e Commercio, Cagliari

Year
1974
  1. La contestazione permanente.
    [The permanent protest]
  2. Sistemi pluralistici e sistemi collettivistici.
    [Pluralist and collectivist systems]
  3. Il mutamento sociale nel pluralismo e nel collettivismo.
    [Social change under pluralism and collectivism]
  4. La contestazione delle strutture scolastiche.
    [The protest against the education system]
  5. La struttura psicologica del rapporto di apprendimento.
    [The psychological structure of the instructional-educational relation]
  6. Apprendimento e punizione.
    [Learning and punishment]
  7. Il comportamento discriminante.
    [Discriminative behavior]
  8. La relazione di strumentalità tra gli interessi nel rinforzamento secondario.
    [The instrumental relation between interests and the secondary reinforcement]
  9. Esempi della corrispondenza tra rinforzamento secondario e interrelazione degli interessi.
    [The correspondence relation between secondary reinforcement and interrelation between interests: some examples]
  10. La trasmissione delle informazioni e l’esplicazione del concetto di segno come rinforzatore secondario.
    [Information transmission and the explication of the concept of sign as a secondary reinforcer]
  11. L’interrelazione congiunta e l’interrelazione disgiunta nel rapporto didattico.
    [Conjunct interrelation and disjunct interrelation in the instructional-educational interaction]
  12. Gli effetti disfunzionali della punizione sul processo di apprendimento.
    [Dysfunctional effects of punishment on the learning process]
  13. L’istruzione programmata.
    [Programmed instruction]
  14. Il processo di apprendimento nelle strutture sociali di tipo ideologico; interesse ad apprendere e interesse a memorizzare.
    [The learning process in the context of ideological social structures; the interest in learning and the interest in memorization]
  15. L’attività del docente nelle strutture didattiche di tipo ideologico. Il controllo della memorizzazione.
    [The teacher’s activity within the context of an ideological education system. Control of memorization]
  16. Il significato ideologico della contestazione studentesca.
    [Ideological sense in student protest]
  17. Strutture didattiche e strutture di potere.
    [Education structures and power structures]
  18. Funzione didattica e funzione politica del docente dell’università italiana.
    [Educational function and political function of Italian university professors]
  19. È possibile la società non ideologica fondata sulla scienza sociale?
    [Is it possible a social science-based, non-ideological society?]

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