This essay aims to mark, from a pedagogical perspective, the perimeter of a piece of art painted with a polymorphic palette. In fact, the “colours” chosen for this palette are the result of a synergic combination of different expressive languages: a poem of Mariangela Gualtieri about silence and some anthological passages taken from a novel of Paola Mastrocola, concerning the communicative hypertrophy that pervades the teenage phenomenology on the web, in the belief that the contamination of the forms of the human can be included in the frame of a pedagogical knowledge that is always, by its very nature, overflowing and open to “other” gazes. Silence and communicative hypertrophy of and on the web, then. Two heuristic vectors: the first one – the connected adolescence – and the second one – the silence –, which assume the contour of a pedagogical provocation and gamble. Can silence constitute, nowadays, a pedagogical device capable of dividing the variegated adolescent prism from the cacophony of the telematic relationships? This is a gamble that turns into a provocation since it wants to re-centralise the category of silence in a time that makes the word and its virtualization the own icon and banner. The relational that takes shape in the electronic network of the alter virtual world is marked by a double dimension, which is both cognitive and emotional: actually, we are dealing with the shift from Descartes’ cogito ergo sum to the dictum cogitamus ergo sumus on which Levy bases the desired collective intelligence, as well as with the shift from I relate because we are to I connect, then we exist. A new intangible, decentralised, generally voyeuristic Synopticon is emerging and it underlies the adolescent relational ways, actually not only adolescent, where the paradigm of the connected lives risks to give way to the primacy of the paradigm of the lives of the others. It is with such problematic-critical attitude that, nowadays, we have to look at the network labyrinth, made of uncertainty and simultaneity, where the new youth, offspring of the modern-liquid society and eternal Ulysses of an extremely manipulable identity to be assembled and disassembled, gets lost, finds itself again and disperses. This artisan of the ego, who uses the language of the recognition, made of brands, logos and social networks, and ends up turning Internet into a laboratory of identities, seems forced to pursue his happiness but, in the end, he becomes an invisible consumer. However, considering only the phenomenological data related to the adolescent relational ways does not exhaust the “pedagogical task”, which has not just a specific descriptive approach, but also consists in being proactive, in terms of an educational gamble that wears the mask of an educational provocation. Silence and listening are the provocative forms of a possible pedagogical proposal because they raise the instance of a perceptive Epoché of seeing or, better, of a voyeuristic spectacularized seeing, characterized by a banal chatting, when not voluntarily insulting and trivial. The pedagogical sense of silence lies in its being an expressive way of self-repossession: it is with this meaning that silence, as Demetrio writes, is triumphant in its independence from any language form, and it is a hug since it surrounds the words in a cobweb of sound absences, it is a liberal king because, when every word has been said and written, it emerges triumphant again. Silence becomes, then, the preferential place where the ability of an authentic listening takes shape: silence becomes, then, as Baldini writes, an auroral moment of listening, in a dialectical game during which one turns into the echo of the other.

Dall’ipertrofia comunicativa al silenzio: una provocazione ed una scommessa formativa

ATTINA', Marinella
2016

Abstract

This essay aims to mark, from a pedagogical perspective, the perimeter of a piece of art painted with a polymorphic palette. In fact, the “colours” chosen for this palette are the result of a synergic combination of different expressive languages: a poem of Mariangela Gualtieri about silence and some anthological passages taken from a novel of Paola Mastrocola, concerning the communicative hypertrophy that pervades the teenage phenomenology on the web, in the belief that the contamination of the forms of the human can be included in the frame of a pedagogical knowledge that is always, by its very nature, overflowing and open to “other” gazes. Silence and communicative hypertrophy of and on the web, then. Two heuristic vectors: the first one – the connected adolescence – and the second one – the silence –, which assume the contour of a pedagogical provocation and gamble. Can silence constitute, nowadays, a pedagogical device capable of dividing the variegated adolescent prism from the cacophony of the telematic relationships? This is a gamble that turns into a provocation since it wants to re-centralise the category of silence in a time that makes the word and its virtualization the own icon and banner. The relational that takes shape in the electronic network of the alter virtual world is marked by a double dimension, which is both cognitive and emotional: actually, we are dealing with the shift from Descartes’ cogito ergo sum to the dictum cogitamus ergo sumus on which Levy bases the desired collective intelligence, as well as with the shift from I relate because we are to I connect, then we exist. A new intangible, decentralised, generally voyeuristic Synopticon is emerging and it underlies the adolescent relational ways, actually not only adolescent, where the paradigm of the connected lives risks to give way to the primacy of the paradigm of the lives of the others. It is with such problematic-critical attitude that, nowadays, we have to look at the network labyrinth, made of uncertainty and simultaneity, where the new youth, offspring of the modern-liquid society and eternal Ulysses of an extremely manipulable identity to be assembled and disassembled, gets lost, finds itself again and disperses. This artisan of the ego, who uses the language of the recognition, made of brands, logos and social networks, and ends up turning Internet into a laboratory of identities, seems forced to pursue his happiness but, in the end, he becomes an invisible consumer. However, considering only the phenomenological data related to the adolescent relational ways does not exhaust the “pedagogical task”, which has not just a specific descriptive approach, but also consists in being proactive, in terms of an educational gamble that wears the mask of an educational provocation. Silence and listening are the provocative forms of a possible pedagogical proposal because they raise the instance of a perceptive Epoché of seeing or, better, of a voyeuristic spectacularized seeing, characterized by a banal chatting, when not voluntarily insulting and trivial. The pedagogical sense of silence lies in its being an expressive way of self-repossession: it is with this meaning that silence, as Demetrio writes, is triumphant in its independence from any language form, and it is a hug since it surrounds the words in a cobweb of sound absences, it is a liberal king because, when every word has been said and written, it emerges triumphant again. Silence becomes, then, the preferential place where the ability of an authentic listening takes shape: silence becomes, then, as Baldini writes, an auroral moment of listening, in a dialectical game during which one turns into the echo of the other.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11386/4682754
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