Il docente educatore

Abstract

This contribution addresses the question of where and how it can be practiced the educational in the teaching profession. Under the hypothesis of education as a form of learning, it indicates in intentionality the constitutive and crucial dimension both in thinking and acting. This calls into question the role of models, which weld the teleological and methodological dimensions of educational facts and the importance of reflexivity as the way through which the educational community pursues rationality by means of the continuous
interpretation and direction of own choices and actions.