Socio-Phenomenological Perspectives to Connect Personal Wellbeing and the Common Good

Patrizia Garista, Lucia Zannini

Abstract


Health and education are fundamental aspects of human and social development, which we will analyze through the lens of the Socio-phenomenological approach applied in both health promotion and education. Health is constitutively related to education, and it cannot be intended just as a psycho-biological condition. Self-determination of our own health requires assuming responsibility and active citizenship. The right of deciding about our own health cannot be automatically accomplished through an «innate» capacity, but it requires education, metaphorically intended as a flywheel that initially allows the individual to acquire awareness of his/her health needs/desires and, later, to assume a political position in the community, in order to make those needs/desires acknowledged. How can we avoid to reduce health promotion activities in schools and community to standardized practices, which do not consider the embodied needs/desires of the individuals? The Socio-phenomenological approach calls to the «human» component of preventive activities, connecting the individuals’ need for wellbeing with the common good.

Keywords


Education; Health; Active Citizenship; Reliance; Salutogenesis

References


Annamma, A. S. (2017). The Pedagogy of Pathologization. Dis/abled girls of color in the school-prison nexus. Los Angeles: Routledge. https://doi.org/10.4324/9781315523057

Antonovsky, A. (1996). A salutogenic model as a theory to guide health promotion. Health Promotion International, 11(1), 11-18. https://doi.org/10.1093/heapro/11.1.11

Arendt, H. (trad. 1994). Vita activa. Milano: Bompiani.

Bertolini, P. (2003). Educazione e politica. Milano: Cortina.

Bruzzone, D. (2014). Il “fattore umano” e l’approccio fenomenologico nella formazione al lavoro di cura. Encyclopaideia, XVIII(39), 9-20.

Caronia, L. (1997). Costruire la conoscenza. Interazione e interpretazione nella ricerca in campo educativo. Scandicci (FI): La Nuova Italia.

Caronia, L. (2018). The phenomenological turn in education. The legacy of Piero Bertolini’s theory. Ricerche di Pedagogia e Didattica, 13(2), 1-22. https://doi.org/10.6092/issn.1970-2221/8600

Coveney, J. (1998). The government and ethics of health promotion: the importance of Michel Foucault. Health Education Research, 13(3), 459-468. https://doi.org/10.1093/her/13.3.459

Cowley, S. (1999). Resources revisited: salutogenesis from a lay perspective. Journal of Advanced Nursing, 29(84), 994-1004. https://doi.org/10.1046/j.1365-2648.1999.00968.x

Desgrosseilliers, V., & Vonarx, N. (2013). Retrouver la complexité du réel dans les approches théoriques de promotion de la santé : transiter par l’identité du sujet. Santé Publique, 26(1), 17-31. https://doi.org/10.3917/spub.137.0017

Fitzpatrick, K., & Tinning, R. (a cura di) (2014). Health Education. Critical Perspectives. Los Angeles: Routledge. https://doi.org/10.4324/9780203387993

Gambacorti-Passerini, M. B., Palmieri, C., & Zannini, L. (2017). Bene comune e salute mentale di comunità. Il contributo dell’educazione. MeTis, 13, 141-164. https://doi.org/10.30557/MT00110

Garista, P. (2014). Salutogenesi come diritto di apprendere e creare la salute. Life Long Learning, 24. https://doi.org/10.19241/lll.v10i23.212

Garista, P. (2018). Come canne di bambù. Farsi mentori della resilienza nel lavoro educativo. Milano: Franco Angeli.

Garista, P., Mereu, A., Sardu, C., Campagna, M., & Contu, P. (2015). The mouse gave life to the mountain. Gramsci and health promotion. Health Promotion International, 30(3), 746-755. https://doi.org/10.1093/heapro/dau002

Garista, P., & Zannini, L. (2003). Tempo per sé e salute. Adultità, 18, 128-137.

Iori, V. (1996). Lo spazio vissuto. Luoghi educativi e soggettività. Scandicci (FI): La Nuova Italia.

Iori, V. (2016). Lo studioso che ha dato vita e respiro alla pedagogia fenomenologica in Italia: Piero Bertolini. Encyclopaideia, XX(45), 18-29. https://doi.org/10.6092/issn.1825-8670/6334

Kinchin, I. M. (2019). The Salutogenic Management of Pedagogic Frailty: A case of Educational Theory Development Using Concept Mapping. Education Sciences, 9(2), 157. https://doi.org/10.3390/educsci9020157

Lindström, B., & Eriksson, M. (2011). From health education to healthy learning: implementing salutogenesis in educational science. Scandinavian Journal of Public Health, 39(6 Suppl.), 85-92. https://doi.org/10.1177/1403494810393560

Mannese, E. (2016). La pedagogia come scienza di confine. Empatia e resilienza: una prospettiva educativa, Pedagogia Oggi, 1, 214-225.

Massa, R. (1997). La clinica della formazione. Un’esperienza di ricerca. Milano: FrancoAngeli.

Massa, R., & Catella, M. (2000). Prevenzione: un alibi minimalista? Milano: Centro Ambrosiano.

Mittlemark, M. B., Sagy, S., Eriksson, M., Bauer, G. F., Pelikan, J. M., Lindström, B., & Espnes G. (Eds.) (2017). The Handbook of Salutogenesis. Cham (CH): Springer. https://doi.org/10.1007/978-3-319-04600-6

Morin, E. (2005). Il metodo. Vol. 6: L'etica. Milano: Raffaello Cortina Editore.

Morin, E. (2015). Insegnare a vivere. Manifesto per cambiare l'educazione. Milano: Cortina.

Mortari, L. (2003). Apprendere dall’esperienza. Il pensare riflessivo nella formazione. Roma: Carocci.

Nussbaum, M. (2001). L’intelligenza delle emozioni. Bologna: Il Mulino.

Pocetta, G. (2015). Formazione scolastica alla salute e formazione dei formatori. In F. Calamo Specchia (Ed.), Manuale critico di sanità pubblica (pp. 373-379). Rimini: Maggioli.

Selomane, O., Reyers, B., Biggs, R., & Hamann, M. (2019). Harnessing Insights from Social-Ecological Systems Research for Monitoring Sustainable Development. Sustainability, 11(4), 1190. https://doi.org/10.3390/su11041190

Strollo, M. R. (2018). Neurophenomenology of education. Milano: Franco Angeli.

Tarozzi, M. (2001). Pedagogia come scienza fenomenologica. In M. Tarozzi (Ed.), Pedagogia Generale (pp. 195-205). Milano: Guerini e Associati.

Tarozzi, M. (2014). Cittadinanza. In W. Brandani, & S. Tramma (Eds.), Dizionario del lavoro educativo (pp. 55-59). Roma: Carocci.

Wallerstein, N., & Bernstein, E. (1988). Empowerment education: Freire’s ideas adapted to health education. Health Education Quarterly, 15, 379-394. https://doi.org/10.1177/109019818801500402

WHO (1986). Ottawa Charter. Ginevra: WHO Publications. Consultato il 6 settembre 2019 http://www.euro.who.int/__data/assets/pdf_file/0004/129532/Ottawa_Charter.pdf?ua=1

WHO (2005). Bangkok Charter for Health Promotion. Ginevra: WHO Publications. Consultato il 6 settembre 2019 https://www.who.int/healthpromotion/conferences/6gchp/hpr_050829_%20BCHP.pdf?ua=1

WHO (2017). Health Promoting School: an effective approach for early action on NCD risk factors. Consultato il 12 novembre 2019 https://www.who.int/healthpromotion/publications/health-promotion-school/en/

Zannini, L. (2001). Salute, malattia e cura. Milano: FrancoAngeli.

Zannini, L., & Garista, P. (2018). Educazione alimentare ed educazione ambientale: la costruzione di un equilibrio a partire dal lavoro educativo per prevenire il food waste. In C. Birbes (a cura di), Trame di sostenibilità (pp. 81-91). Lecce: Pensa Multimedia.

Zannini, L., & D’Oria, M. (a cura di) (2018). Diventare professionisti della salute e della cura. Buone pratiche e ricerche. Milano: FrancoAngeli.




DOI: 10.6092/issn.1825-8670/10621

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Patrizia Garista, Lucia Zannini

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 Unported License.