1,720,977 research outputs found
La relazione educativa tra affettività ed etica. Un'analisi pedagogica per gli insegnanti del nostro tempo
No full textNell'articolo viene messo e a fuoco il tema del riconoscimento,
inteso come bisogno educativo costitutivo di ogni persona, ma anche come
attitudine relazionale da coltivare e rafforzare all’interno della comunità scolastica. In particolare, viene evidenziato e discusso un aspetto decisivo nell’educazione
contemporanea: sebbene oggi si tenda a dare all’espressione “bisogno di
riconoscimento” un significato esclusivamente emotivo-affettivo, a questo
deve sempre correlarsi, per il bene della persona, anche un significato, e,
quindi, una intenzionalità educativa, di tipo etico. Infatti, ferma restando
l’importanza della capacità dell’educatore di contenimento emotivo, cercherò di mostrare che tale capacità non sia di per sé sufficiente per generare una
relazione educativa capace di nutrirlo con ciò di cui l’educando ha bisogno
per crescere come persona
Il valore della vita nascente. Intuizioni fenomenologiche per l’educazione morale
No full textThe paper presents a reflection on the philosophy of education
on nascent life, with a twofold aim: on the one hand, to place some
questions about certainties that are rarely questioned today and thus bring to light some of the profound reasons why the growing life is in many ways “devalued”; on the other to indicate some possible ways to its pedagogical rehabilitation.
In this journey, I will make constant reference to some authors of phenomenological ethics: to Edmund Husserl and to some of the most relevant
representatives of the phenomenological school of the last century and of the contemporary world. From this perspective, consideration of the value of human life will allow us to present an idea of subjectivity very far from the modern and postmodern one in which the attitude contemporary natural is still immersed; a much more promising idea for a moral education appropriate to our time
Filosofie dell'educazione per il nostro tempo. Cammini fenomenologici
No full textThe phenomenological paradigm today represents a crucial point of reference not only for philosophy but for the entire field of human sciences and, in particular, for pedagogy. Actually, phenomenological ontology, anthropology, and epistemology support a style of pedagogical research - both theoretical and empirical - which, especially since the second half of the twentieth century, has been increasingly recognized and used.
Many pedagogical implications can be traced in Edmund Husserl's writings, especially in relation to the fact that overcoming the absolutization of empiriological criteria opens the conditions for a consideration of the person as a person, but also to Husserl's ethical reflection. These are, so to speak, "pedagogical suggestions" that some of his disciples, directly and indirectly, have developed and explored, tracing itineraries, or indicating possible signposts, significant for the philosophy of education.
This book reconstructs some of these phenomenological paths: each chapter is dedicated to a thinker who was a direct student of Husserl, always starting from a historical contextualization and also highlighting the links, where possible the gifts and debts, between the different itineraries of life and thought.
At first glance, the theme of education appears central only in some of these phenomenological paths (such as that of Edith Stein or Eugen Fink). However, upon a closer inspection, many others have contributed indirectly to the development of categories that are now indispensable in the pedagogical debate (just think of the theme of care, with respect to which Martin Heidegger's thought represents, in pedagogical literature, a constant term of comparison , or to the category of responsibility, often referred to with reference to Hans Jonas or Emmanuel Lévinas). Still others dealt with education, as a corollary to their philosophical reflections; but the fact that this has never become the focus of their interest does not diminish its pedagogical importance for "our time": an expression that phenomenologists often use and which, even in this text I use in quotation marks, to indicate how their time, or rather their reading of their own time, can help us sharpen our gaze on "our time"
What is not Teaching? Levinassian Notes on Maieutics and Contemporary Education
Full text linkThe paper orbits around Lévinas’ idea of teaching as opposite to Socratic maieutic method. According to the phenomenologist, pursuing only the goal of drawing out of the students what is already contained in them relegates teaching to a secondary role and, first and foremost, underlies an anthropology centered on the ego and not on the relationship. The aim of the paper is to show how this anthropology is unable to respond to many “emergencies” of contemporary education
Relazioni di cura, relazioni di dipendenza. Alcune questioni di filosofia dell’educazione
No full textThe contribution presents, starting from some insights and account that comes from
from psychology, some aspects of the thought of the philosopher Eva Feder
Kittay on the value of care and its devaluation in our time
Educare all'audacia nel nostro tempo. Per una riscoperta del thymòs
No full textNella nostra società, conseguentemente alle numerose emergenze educative, è visibile uno specifico bisogno educativo di audacia. Il contributo ha come obiettivo una risemantizzazione dell'audacia in prospettiva pedagogica come risposta al tramonto del desiderio e del desiderato
Ripensare la corresponsabilità educativa tra scuola e famiglia: vissuti e riflessioni di dirigenti scolastici al tempo del Covid-19
No full textIl Patto di corresponsabilità educativa sancisce formalmente l’alleanza educativa tra scuola e famiglia. Tuttavia, oggi il rischio è che il Patto rimanga solo un atto formale. Appare, allora, necessario approfondire il senso e le modalità pratiche della partnership scuola-famiglie. Nel fare ciò, il ruolo del Dirigente Scolastico risulta fondamentale per la promozione di una vera e propria partnership educativa. Il paper presenta un approfondimento teorico sul tema citato, con riferimento all’attuale crisi pandemica e alcuni risultati preliminari di un’indagine esplorativa svolta durante l’A.S. 2020/2021 con venti dirigenti scolastici di scuole siciliane per comprendere come la relazione è cambiata e quali nuove consapevolezze le due agenzie hanno acquisito dopo il dilagare della pandemia.The Educational Co-responsibility Pact formally sanctions the educational alliance between school and family. However, today the risk is the Pact will remain only a formal act. Therefore, appears necessary to deepen the meaning and practical modalities of the school-family partnership. In doing this, the role of the headmaster is fundamental for the promotion of a genuine educational partnership. The paper presents a theoretical study on the topic, with reference to the current pandemic crisis and some preliminary results of an exploratory survey carried out during the S.Y. 2020/2021 with 20 school leaders of Sicilian schools to understand how the relationship has changed and what new awareness the two agencies have acquired since the spread of the pandemic
UNA RIFLESSIONE PEDAGOGICA SULLE COMPETENZE EDUCATIVE GENITORIALI TRA AFFETTIVITÀ ED ETICA
Full text linkThe paper deals with notion of parental competence by exploring its pedagogical and educational meanings. In the light of the contemporary “cult of emotion”, not only emotional but also ethical aspects are highlighted. An inquiry into the educational need for recognition is developed, thus a reflection on the “maternal” and “paternal”, not in terms of opposing functions but in terms of educational responsibility and reciprocity. Thanks to this analysis, co-parenting and coresponsibility will emerge as key categories of contemporary family pedagogy, also in the perspective of a wider educational community
Coniugalità. Educare al mistero della relazione nel tempo degli asterischi
No full textCon specifico riferimento alla fenomenologia e, in particolare al pensiero di E. Fink, viene presentata una riflessione pedagogica sul valore della reciprocità del maschile e del femminile. In questa prospettiva, grazie al commento di alcuni scritti di Luigi Pati, la coniugalità viene presentata come un esistenziale, cioè come una struttura essenziale dell’esistenza umana
Per una critica pedagogica dell’istinto materno. Considerazioni di pedagogia della famiglia e della comunità a partire da E. Fink
No full textIn the common sense and in the spontaneous pedagogy incorporated in it, the maternal instinct is considered as a taken- for-granted and a constitutive and indispensable element of parenting. In feminist studies, however, the maternal instinct has often been a polemical target in the so-called "critique of patriarchy" and considered a mere cultural construction. In this direction, both the rhetoric of sacrifice as a characterizing element of the "good mother" and the very idea of the "good mother" have been criticized. In the context of phenomenological pedagogy, it is necessary to bracket all this approaches, in order to overcome even sociological considerations. To develop a properly pedagogical analysis, the chapter presents the thought of a philosopher of education and pedagogist, belonging to the phenomenological school, still not enough studied: Eugen Fink
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