Inclusive processes require a predisposition to listening and, specifically, the ability to reflect on what one has heard. This paper aims to present the potential of listening as a tool for recognition of the self and the other than self. Specifically, it intends to focus attention on the idea of sound as a space of dialogue between the different interacting systems in the school context, to give rise to balancing mechanisms through which mutual recognition can emerge, valuing listening as sound-space, as a mutual interactional system.
I processi inclusivi richiedono una predisposizione all’ascolto e, nello specifico, la capacità di riflettere su ciò che si è ascoltato. Il presente contributo intende presentare il potenziale dell’ascolto come strumento di riconoscimento del Sé e dell’altro da Sé. Nello specifico, intende concentrare l’attenzione sull’idea di suono come spazio del dialogo tra i diversi sistemi interagenti nel contesto scolastico, al fine di dare vita a meccanismi di equilibrio mediante i quali possa emergere il reciproco riconoscimento, valorizzando l’ascolto come spazio-suono, come sistema di interazione reciproca.
Listening as a means of intersystemic balance for inclusion. Some reflections
Di Paolo Alessio
;Michele Domenico Todino
2024
Abstract
Inclusive processes require a predisposition to listening and, specifically, the ability to reflect on what one has heard. This paper aims to present the potential of listening as a tool for recognition of the self and the other than self. Specifically, it intends to focus attention on the idea of sound as a space of dialogue between the different interacting systems in the school context, to give rise to balancing mechanisms through which mutual recognition can emerge, valuing listening as sound-space, as a mutual interactional system.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.