Each area of knowledge is intimately linked to the cultural moment in which it is processed and from which it draws the epistemological principles . If we consider the history of education , we note that the different theories stem from the different way of thinking about the man , his relationship with himself and with society : anthropological interpretation determines any particular purpose , means and methods of education . "Every pedagogy worships his God , implies a metaphysics " ( Froebel ) .
From this consideration two consequences : the science of education is based on the philosophy ; to understand the current situation of this science is essential to examine the period in which we are living.
This setting is complemented by a second constitutive element especially in so far as the theory is traced in practice : the experience of decades of teaching in the secondary school sector, which is especially dedicated to this work, for a precise reason. While childhood and preadolescence were objects of careful analysis , it has been somewhat neglected in the Italian school the pedagogical and didactic problem during adolescence.
In order to propose , rather than help resolve a number of issues with which it collides daily practice , it was thought advisable to avoid complex issues such as the relationship between theory and experiment and devote himself more fully to the educational aspects .
The text consists of four basic sections : the first deals with pedagogical issues , the second is dedicated to the deepening of adolescent psychology , the third psicodidattica issues and, finally , the fourth narrows the field to the practical problems with which you daily comparing teachers. Following is the section dedicated to teaching art in secondary schools .