Are we sure that currency is a value in itself, that the attempt to promptly meet the social system demands does not end up producing solutions that are likely to turn out ineffective and noncurrent? The monograph issue presented below starts from this question, from the dismantlement of a mistaken idea of currency in the light of Nietzsche’s provocative idea of noncurrency. Thanks to the contribution of several researchers, it was possible to examine the meaning of concepts that have never ceased to be a significant part of the educational experience. Hence the reference to obedience or to the educating community as never fully conceptually explicated values; to time as epistemic, critical and heuristic category, or to the bond between education and animality, quasi a “repressed” of the contemporary knowledge; to the relationship between orientation and values as reflection on the “meaning of life”, or to hope, which is almost blurred today by the confidence in technology; to silence and sensitivity as educating aesthetics, or to the fatigue capable of valuing the educational process complexity; to utopia; to shame as necessary ontological feeling, or to Mediterraneanity, which is useful to recover a rediscovered meaning of paideia; to the method as complex hermeneutic practice, or to a critical reading of the educating authority; to the poetic rescue of the meaning of sexuality, or to the ontological centrality of the subject-person, up to pity as ability to deal with everything that is other than the self.

Gli ‘inattuali’ nella riflessione pedagogica

Attinà, Marinella
2019

Abstract

Are we sure that currency is a value in itself, that the attempt to promptly meet the social system demands does not end up producing solutions that are likely to turn out ineffective and noncurrent? The monograph issue presented below starts from this question, from the dismantlement of a mistaken idea of currency in the light of Nietzsche’s provocative idea of noncurrency. Thanks to the contribution of several researchers, it was possible to examine the meaning of concepts that have never ceased to be a significant part of the educational experience. Hence the reference to obedience or to the educating community as never fully conceptually explicated values; to time as epistemic, critical and heuristic category, or to the bond between education and animality, quasi a “repressed” of the contemporary knowledge; to the relationship between orientation and values as reflection on the “meaning of life”, or to hope, which is almost blurred today by the confidence in technology; to silence and sensitivity as educating aesthetics, or to the fatigue capable of valuing the educational process complexity; to utopia; to shame as necessary ontological feeling, or to Mediterraneanity, which is useful to recover a rediscovered meaning of paideia; to the method as complex hermeneutic practice, or to a critical reading of the educating authority; to the poetic rescue of the meaning of sexuality, or to the ontological centrality of the subject-person, up to pity as ability to deal with everything that is other than the self.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11386/4735171
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