0000000000000265
AUTHOR
D'addelfio
Toward a Phenomenology-oriented Transformative Education in Adult Life
The paper highlights Husserlian phenomenology as a fruitful pedagogical paradigm for adult education philosophy. Actually, through a comparison with the Transformative Learning approach as developed by Jack Mezirow, phenomenology is presented as providing a peculiar account on learning from experience as well as on reflection. More precisely, a stress on the value of reflection in adulthood is detected both in the Deweyan line of thought, as expressed by Mezirow, and in the Husserlian one, as developed also in Martin Heidegger, Hannah Arendt, and Paul Ricoeur. My aim is to show that, even though the reflective approach has certainly affected contemporary education, chiefly the phenomenologi…
Omnia vincit Amor? Argomenti e domande pedagogiche sulla possibilità dell’omogenitorialità
The paper examines the arguments brought for defence of the possibility that two persons of the same sex, in the name of the love (existing between each other and towards a child), can be parents like the others. Along the analysis, many questions emerge as well the crucial role in educating of sexuate belonging of each person, insofar as the relational interpersonal experiences are first of all bodily experiences. Mainly, the importance of copareting, according to which each single parent love is always incomplete, and a wide sense of generativity are progressively highlighilted.
Etica, metafisica e pedagogia. Connessioni e prospettive alla luce della fenomenologia
"Metaphysics and pedagogy" sounds as a very unusual combination: envisaging a connection between them seems today senseless or even impossible, especially after Kant and Heidegger. Actually, metaphysics is mostly understood as an abstract knowledge, far from reality, whereas pedagogy, as a practical science, is meant as something without any connection whatsover with a theoretical attitude. The aim of this paper is to put in question this view on both metaphysics and pedagogy. The intent is pursued starting from the link that the father of metaphysics as a science, Aristotle, has founded between it and the true moral life. This perspective is then related to the Kantian thought and, above a…
La struttura della persona, le emozioni e l’educazione del sentire: prospettive fenomenologiche
Argomento di questo contributo è il rilievo formativo delle emozioni. Si tratta di un argomento oggi molto presente nelle ricerche pedagogiche e gli educatori sono concordi nel dire che non si può avere cura della persona senza una specifica cura delle emozioni. Diversi sono i costrutti psicologici e le proposte didattiche relative al tema. Tuttavia, spesso si declinano gli obiettivi educativi della cura delle emozioni nella sola dimensione del benessere psicologico tralasciando l’orizzonte della vita buona (Bruzzone, 2012). In questa tendenza la pedagogia fenomenologica riconosce gli effetti di un ingenuo psicologismo.
La famiglia come luogo di educazione morale. Note di pedagogia fenomenologico-ermeneutica per il nostro tempo.
Tema dell’articolo è la famiglia come esistenziale, cioè come costitutivo della vita umana in quanto umana, e come spazio originario e autentico di educazione morale. Più precisamente, il primo obiettivo è quello di mostrare – grazie al codice epistemologico della pedagogia fondamentale e all’antropologia fenomenologico-ermeneutica – che la struttura essenziale della persona e la struttura essenziale della famiglia si richiamano l’un l’altro. In tal modo viene messo in luce che per essenza – e non per contingenze storiche mutevoli – la famiglia e, in particolare la relazione genitoriale, è spazio proprio di educazione morale. Il secondo obiettivo è quello di indicare come la visione della r…
Scuola, famiglia e bisogni di riconoscimento. Una sfida etica
The essay aims at highlighting the educational co-responsibility between school and family as mutual recognition path. The theoretical reference of the reflection are the writings of the philosopher P. Ricoeur on this issue. More precisely, the paper intends first to clarify the meaning of the phrase "recognition needs", taking childhood experience as a model of human experience in general; then, to show how recognition needs of the child call for corresponding responsibilities educational. Therefore, the contemporary difficulties in relations between school and family can be seen in light of incapacity of parents to take specific care of one of the two needs of recognition of their childre…
L'ipotesi dell'educazione morale. Tra Aristotele ed Edith Stein
Il contributo mira a presentare l’ipotesi della “generazione di qualcuno alla vita buona”, ovvero l’ipotesi dell’insegnabilità della virtù, a partire dalla sua radice platonica e, soprattutto, aristotelica e a esplorarne la ripresa nella fenomenologia del primo Novecento. The paper aims at highlighting the hypothesis of "someone's generation to the good life", or the hypothesis of the teachability of virtue, starting from its Platonic and, above all, Aristotelian root and exploring its recovery in the phenomenology of the early twentieth century.
La memoria del bene nella generazione della persona. Riflessioni di filosofiadell’educazione a partire da Hannah Arendt
Nella prospettiva di una filosofia fenomenologica dell'educazione, na partire dalle varie forme presentismo e di scetticismo etico del nostro tempo, viene presentata una lettura di alcune pagine della riflessione “pedagogica” di Hannah Arendt contenuta soprattutto nella raccolta di saggi Tra passato e futuro. Viene messo in luce come per l'autrice la crisi della memoria storica abbia conseguenze specifiche sulla “natalità”, termine con il quale ella indica l’arrivo del nuovo, quindi anche l’arrivo di nuovi nati e generi di conseguenza una vera e propria "crisi dell'educazione".
PANDEMIE E CONTRATTO SOCIALE. NOTE PEDAGOGICHE SULLA FORMA DEI LEGAMI NEL NOSTRO TEMPO
Several are the crises generated by the pandemic. In each of these crises (health, economic, social, educational...), there are many “breaks” in the “taken for granted” that lead to ask radical questions about human life.In this horizon and according to the approach of phenomenological-hermeneutic fundamental pedagogy, the paper aims at highlighting one of the hypotheses which, starting from modernity, has been very influential: the social contract. In particular, the paper focuses on same consequences that derive from having intended the social contract as model not only of political life but also,of any possible intersubjective bond. Therefore, the paper inquiries on what the ontological …
La reputazione delle istituzioni formative. Una questione di cura e di coerenza
What is the reputation of the school and university in our society? What social credibility do they have? At first glance, it seems necessary to answer that the two main educational institutions do not enjoy a good reputation and this for a series of reasons, two of which have particular pedagogical importance: the typical mistrust of our time towards any form of institutionalization and devaluation care work. Certainly here we can see the signs of the moral fragility of our time, linked to the questioning of all forms of authority. Although it is therefore common today to talk about the importance of educational corresponsibility between school and family, there are numerous gestures that …
Emozioni e relazione educativa nella scuola secondaria. Saggi sulle competenze degli insegnanti
Teacher education has long been at the heart of pedagogical research. However, especially if we consider the recent Italian pedagogical research, we observe that most of the attention has been devoted to disciplinary and didactic skills, which are a necessary but not sufficient condition for the acquisition of an adequate professional profile. Especially for secondary school this gap is evident: while the training paths of educators, primary school and kindergarten teachers include a specific and broad pedagogical attention to the care of relationships and therefore to emotional competence, this is not the case in the current training paths of secondary school teachers nor in specialization…
Il bene del discernimento. Considerazioni pedagogiche a partire da Adrienne von Speyr ed Edith Stein
Obiettivo di queste pagine è dedicare un’attenzione specifica al tema del discernimento, istituendo un confronto tra il commento di von Speyr alla parabola del grano e della zizzania e alcuni saggi pedagogici di Stein. Questo confronto permette di porre in luce il discernimento come bene formativo per la persona e, più precisamente, come attitudine da coltivare nell’educando affinché egli possa conoscere e scegliere la sua forma migliore, ma anche come metodo che l’educatore deve porre a base della loro relazione, perché essa sia spazio di libertà e per questo possa essere davvero ‘educativa
Coesione sociale, etica ed educazione
In this article, social cohesion is presented in terms of belonging, interdependence, integration, sharing, participation, but also as corresponsibility between the different actors present in a territory. The promotion of social cohesion, therefore, essentially has to do with educational interventions aimed at social inclusion. Compared to the more traditional interventions on social emergencies, supporting social cohesion means in fact enhancing relations between members of society and promoting the common good through the collective assumption of responsibility. The role of the school is crucial in this, but also of lifelong learning, therefore the Third Mission of Universities.
Scuola ed educazione nel pensiero di Jane Roland Martin
The article presents Jane Roland Martin's philosophy of education in the light of the need to rethink the school according to more inclusive and gender-sentive ideals. From a pedagogical perspective, Roland Martin argues first and foremost that not one can opt for an educational ideal that claims to be free from sexual difference: this is equivalent to confirming an ideal designed for the male experience, but then proposed to both males and females as desirable goal to reach in school contexts. Roland Martin instead argues for the need to rethinking school contexts in more inclusive terms and, first of all, the ideal of "educated person". At the same time, however, this account highlights t…
Essere donna: note sul pensiero pedagogico di Edith Stein e sulla sua amicizia con Hedwig Conrad-Martius
At the beginning of the phenomenological movement, in the so-called "Circle of Monaco and Göttingen", the women students of Husserl played a not marginal role. They have led to the intention of going "to the things themselves" a specific light: the specificity of a feminine phenomenology can be traced in the eidetic interest, i.e. not naturalistic or empirical, for the theme of the structure of the human soul. In this context, the objective of these pages is to focus in particular on one aspect of Edith Stein's strictly pedagogical reflection on the structure of the person: the question about "own nature" and the "vocation" of women. It is considered in the light of her close friendship wit…
Diritti dei bambini, diritti delle famiglie. Promuovere e formare le “capacità” genitoriali
The paper focuses on the reasons for the link between children's rights and family rights, in order to highlight that parenting educational competences are challenging risk factor in contexts of poverty and always decisive factor for the actual promotion of the rights of children and adolescents. More precisely, firstly the passages of of the Convention in which the necessity of the family is argued as primary context of children's rights. Secondly, it will be problematized the very idea of children's rights in the light of the "capability approach". On this basis, it will be asked whether, from a pedagogical point of view, the family can, as a whole, be the holder of a right to education…
La differenza femminile alla luce della fenomenologia. A partire da Hedwig Conrad-Martius
The paper aims at presenting the theoretical pathway of one of Husserl's first students, Hedwig Conrad-Martius, and the influence she had first of all on Edith Stein, secondarily on Gerda Walther. The underlying research question could be summarized as follows: is it possible to trace a specific female perspective on phenomenology? The essay shows how the three phenomenologists considered are united by the interest, of great importance for pedagogy, for the theme of personhood and the constant attempt to study the human soul, in its relationship with the lived body but above all with the attention always devoted to a specific consideration of the spiritual dimension. The paper aims at prese…
Dal recinto della preferenza alla trascendenza del desiderio.Una riflessione sulla formazione
Nel nostro tempo, il tema del desiderio ha un grande spazio nelle riflessioni sull’educazione, perlopiù nel contesto di una generale esaltazione delle emozioni. Infatti, dopo secoli in cui il valore delle emozioni non era riconosciuto, né sul piano teorico né nei diversi contesti dell’esperienza vissuta, oggi viviamo in un tempo in cui di emozioni si parla (e scrive) moltissimo, tanto che si può rintracciare un vero e proprio "culto dell’emozione" (M. Lacroix) . In questo orizzonte, anche il desiderio sembra godere di una condizione di indiscussa legittimazione, ma cercherò qui di mostrare come l’equiparazione del desiderio a preferenza nasca all’interno di una certa lettura del soggetto um…