Intercultural Education as a Phenomenological Paradigm of Responsibility and Care

Francesco Bossio

Abstract


The social sphere today returns the atomistic imago both of the person and of the same reality, as if only the solipsistic and narcissistic dimension of subjectivity was the paradigm to be adopted to live in harmony with oneself and with society, denying the relational dimension, the cornerstone of educational care. The other is increasingly seen as a problem to avoid, not as a person to meet, to know, a subject with whom to establish fruitful correspondence. Pedagogically, each person is continually educated and trained in relationships with others, and this educational relationship is productive as the other person or other people of the relationship in turn receive educational benefits and training requests from this encounter of mutual recognition and proficuous hybridisations. Identity and recognition are two different elements which, however, become complementary because the recognition becomes a symmetrical function of the personal identity and the same identity becomes concrete and real only through the recognition.

Keywords


Intercultural Education; Person; Phenomenology; Responsibility; Care

Full Text:

PDF (English)

References


Aliber R.Z., & Kindleberger C.P. (2015). Manias, Panics and Crashes: A History of Financial Crises. London: Palgrave MacMillan.

Bellingreri, A. (2013). L’empatia come virtù. Senso e metodo del dialogo educativo. Trapani: Il Pozzo di Giacobbe.

Bertolini, P. (2001). Pedagogia fenomenologica. Genesi, sviluppo, orizzonti. Firenze: La Nuova Italia.

Bossio, F. (2012). Fondamenti di pedagogia interculturale. Itinerari educativi tra identità, alterità e riconoscimento. Roma: Armando.

Bruzzone, D. (2016). L’esercizio dei sensi. Fenomenologia ed estetica della relazione educativa. Milano: FrancoAngeli.

Bruzzone, D. (2012). Farsi persona. Lo sguardo fenomenologico e l’enigma della formazione. Milano: FrancoAngeli.

Buber, M. (2013). I and Thou. London: Bloomsbury Publishing Plc. (Original work published 1923)

De Monticelli, R. (2003). La conoscenza personale. Introduzione alla fenomenologia. Milano: Guerini.

Dobbert, D.L. (2010). Understanding Personality Disorders. Washington: Rowman & Littlefield.

Freud, S. (1990). The Ego and the Id. New York: W.W. Norton & Company. (Original work published 1923)

Gennari, M. (2014). Interpretare l’educazione. Brescia: La Scuola.

Hegel, G.W.F. (2017). The Phenomenology of Spirit, vol. I. Oxford: Oxford University Press. (Original work published 1807)

Heidegger, M. (2008). Being and Time. New York: Harper Perennial. (Original work published 1927)

Heidegger, M. (2002). Nietzsche vol. II. New York: Harper & Row. (Original work published 1961)

Honneth, A. (1996). The struggle for recognition The Moral Grammar of Social Conflicts. London: Polity Press. (Original work published 1992)

Husserl, E. (2006). The Basic Problems of Phenomenology: From the Lectures, Winter Semester, 1910-1911. New York: Springer. (Original work published 1973)

Kearney, R., & Semonovich, K. (2011). Phenomenologies of the Strangers: Between hostility and Hospitality. New York: Fordham University Press.

Kristeva, J. (1991). Strangers to Ourselves. New York: Columbia University Press.

Levinas, E. (2011). Totality and Infinity. An Essay on Exteriority. New York: Springer. (Original work published 1961)

Levinas, E. (2010). Otherwise Than Being or Beyond Essence. New York: Springer. (Original work published 1974)

Livesley, W.J., & Dimaggio, G. (2016). Integrated Treatment for Personality Disorder. New York: Guilford.

Mari, G. (2014). Educare la persona. Brescia: La Scuola.

Mattei, F. (2009). Sfibrata Paideia. Bulimia della formazione, anoressia dell’educazione. Roma: Anicia.

Muskin, P.R. (2014). Personality Disorders. Arlington: American Psychiatric Publishing.

Nancy, J.L. (2000). Being Singular Plural. Redwood City: Stanford University Press. (Original work published 1996)

Nussbaum, M. (1998). Cultivating Humanity. A Classical Defence of Reform in Liberal Education. Harvard: Harvard University Press.

Portera, A. (2016). Tesori sommersi. Emigrazione, identità, bisogni educative interculturali. Milano: FrancoAngeli.

Ricœur, P. (2007). The Course of Recognition. Cambridge MA.: Harvard University Press. (Original work published 2004)

Ricœur, P. (1995). Oneself as Another. Chicago: Chicago University Press. (Original work published 1990)

Scheler, M. (2009). The Human Place in the Cosmos. Evanston: Northwestern University Press. (Original work published 1928)

Tarozzi, M. (2015). Dall’intercultura alla giustizia sociale. Per un progetto pedagogico e politico di cittadinanza globale. Milano: FrancoAngeli.

Tarozzi, M. (2005). Formazione globale come agire politico. In M. Tarozzi (Ed.), Educazione alla cittadinanza: Comunità e diritti (pp. 157-182). Milano: Guerini.

Todorov, T. (1999). The Conquest of America: The Question of the Other. Norman: University of Oklahoma Press.

Xodo Cegolon, C. (2014). Capitani di se stessi. L’educazione come costruzione di identità personale. Brescia: La Scuola.




DOI: 10.6092/issn.1825-8670/7924

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Francesco Bossio

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