The approach of a methodically structured pedagogy allows to investigate in depth the educational phenomena, since it captures the objective reality of this fenomena that reveals important aspects of the way of being of young people and educator, and suggests what they authenticaly can become. Education as an experience lived in the interpersonal relationship is in fact a complex reality, which requires different disciplinary approaches, logics and languages to be properly understood. The horizon of sense in which the "pedagogical" question of authentic education arises is the daily experience of young people and educator. Consciousness not trained by pedagogical knowledge ⸻ we may also call it "the point of view of the people" ⸻ already perceives in the daily experience, in which a certain common sense is denoted, the authentic forms of education together with its inauthentic forms (those that are not lead to any real growth of the actors of education), which it well knows to distinguish; but it is incapable of arguing the reasons that explain their difference. From this assumption we can begin to think about the foundations of education: that is, starting from its authentic forms actually lived. Isolating authentic forms of education does not mean to detect educational relationships without personal defects, as these do not exist; it denotes rather the attempt to give importance to those educational relationships that tend to the ideal of education, whose actors, however, are aware of their relational and moral limits. The common consciousness does not know what are the elements constituting education, and therefore can not justify what fundamental (authentic) elements belong to it and what accidental (inauthentic) elements are not part of its essence.
|Titolo della pubblicazione ospite||Democrazia, educazione, populismo|
|Numero di pagine||15|
|Stato di pubblicazione||Published - 2012|