Una pedagogia d'intonazione esistenziale

Research output: Contribution to journalArticlepeer-review

Abstract

[automatically translated] The text proposes a pedagogical reflection on the educational relationship; as the subtitle suggests, it explores the meaning and method. The explicit title this sense with a category leading to the proposal of speech synthesis: learning to live in the world, learn an existential competence, is to take matters into his own life, live it in person, in order to some objective personal fulfillment. This is a reflection of fundamental teaching conducted according to a style of research phenomenological-hermeneutic: it is such reason of its object, constituted by background themes for understanding this universal human phenomenon; and as it takes on the task of developing a structural foundation of all the other pedagogical sciences. One can also say that the explicit critical pedagogy as in other pedagogical sciences remains implicit; and he does so succeeding in a characteristic critical dialogue between science and philosophy. The term means a certain style then critical use of reason, which holds together, in a characteristic circularity, and phenomenology and hermeneutics - hence the hyphen, which serves to distinguish in the accompanying. Article emerges as such a perspective can be fruitful for pedagogy and for all human sciences: first, because it can help to think of their epistemology; secondly, because it can to perceive the need for a fundamental knowledge within each of these sciences. It emerges also another aspect which is not secondary in order to a summary assessment of contemporary pedagogy: the relationship is revealed and signified as a constituent of personal existence tract. It appears to be in large sectors of contemporary educational culture there is a relational paradigm; in the text he is spoken of as a kind of personalistic intonation, running through and holding the pedagogy of the twentieth century.
Original languageItalian
Pages (from-to)22-25
Number of pages4
JournalNUOVA SECONDARIA
VolumeXXXIII
Publication statusPublished - 2016

Cite this