Saper cooperare e partecipare nell'Alta Formazione: alcune riflessioni metodologiche

Il saggio si pone il problema di quanto sia necessaro introdurre nell'Alta Formazione percorsi per la costruzione di competenze di cooperazione alla ricerca. Oggi c’è sempre più bisogno di riconoscere e smontare i modelli individualisti, competitivi ed egocentrici che ancora sono utilizzati per la costruzione dei saperi e per la formazione alla ricerca. Il saggio considera anche come nell'Alta Formazione si debba promuovere e coltivare la cultura democratica delle pari opportunità, della valorizzazione delle diversità e della partecipazione. The contribution, here presented, is a proposal to experiment quality training in High Education such as Masters and Research Doctorates. In the study proposed for Higher Education, a particular attention should be given to the acquisition of knowledge and skills in doing research in different professional contexts, along with quality of contents, learning modalities, and how each research activity should develop in cooperative and collaborative context. The essay explains us why the PhD’s advanced training can help create a culture of democracy and why it is good for the interest of the whole community. The work of the researcher has in fact a social and moral impact as well as a scientific one. There is the awareness that research and development of knowledge are not private matters, regarding the researcher only. Each new research and its outcomes involve the entire scientific community and collectivity [the society?]. The author explains us that the European policies promote the value of cooperation in research and the comparison between scientists from different countries, however there is no intercultural education that will enable researchers to build new knowledge and skills in science. Therefore the essay calls for greater dissemination of the Cooperative Learning approach in the training of future researchers. The Cooperative Learning is part of a broader research methodology that refers to the contributions given by the paradigm of complexity, and follows the constructivist perspective. The CL is part of the methodology of Participative Research Action, which offers a methodology of research, an intervention, an education, and a social work, which involves all those who are personally experiencing the problem, and which the research itself intends to solve and develop. On the author’s opinion it’s necessary to educate researchers overcome competitive attitudes and to encourage a reflection on the relationship’s dynamics with special attention to cultural, social, gender, in a trans-disciplinary way. The introduction of a cooperative approach in the Higher Education is motivated by the need of creating a new way of thinking the research, which must respond more and more adequately and creatively to the crisis of values and to the formative disorientation existing in many institutions.