The paper aims to present, through an educational approach, a reflection about generativity, defined as the desire to leave a positive legacy and related activities that raise outcomes for future generations (Erikson, 1950; McAdams, de St. Aubin, Logan, 1993). Sustaining the future has been identified as a key factor in the welfare of future generations and the desire to leave a positive legacy (Hauser et al., 2014) helps young adult to cope with the challenges of the transition to adulthood in contemporary life. However, interdisciplinary theoretical insight suggests that generativity as a targeted midlife task may no longer be sufficient for explaining a life course pattern of generative concerns, commitment, and actions (Kim et al., 2017). Some scholars in the symbolic-relational area interpret generativity as an essentially relational construct: the value of the relationship between the generations (Scabini, Rossi, 2012). In agreement with these studies, generativity derives from the relationship with the Other and it expresses itself in this relationship with the Other. We might consider generativity as a product of the relationship between different generations, not only of the individual him/herself. The analysis underlines how the intergenerational dimension is at the origin of family generativity (Dollahite et al., 1998) as it develops and grows thanks to the donative sources within family systems. Family generativity is a holistic concept because it is inherently familiar, intergenerational, relational and communal. It involves care for the rising generation on the part of the previous generations, including the grandparent generation, not simply as individuals but also as the extended family group that makes up the ‘older generation’. The discussion points out emerging educational needs not only related to young people, but also to adults; today there is a priority to educate adults to take and rewrite their generative role in an intergenerational exchange that cannot and must not be interrupted, but that has to turn into a current, social, cultural and economic scenario linked also to the pandemic.
|Titolo della pubblicazione ospite||Proceedings of the 2nd International Conference of the Journal Scuola Democratica “Reinventing Education”. Learning with New Technologies, Equality and Inclusion (vol II)|
|Numero di pagine||10|
|Stato di pubblicazione||Published - 2021|