Encyclopaideia 2021-03-31T11:46:35+02:00 Daniele Bruzzone Open Journal Systems <p><span class="journalIntro"><strong>Encyclopaideia – ISSN 1825-8670</strong> is an international peer reviewed journal, founded in 1996 at the University of Bologna. It is a pedagogical journal in the cultural and scientific Italian context. It publishes theoretical, methodological and political articles on key issues in the education field from a multidisciplinary and phenomenological point of view.</span></p> Ripartire dalla scuola 2021-02-03T16:10:39+01:00 Daniele Bruzzone Pierpaolo Triani Marco Dallari Enrico Bottero Roberto Farné Massimiliano Tarozzi 2021-03-31T00:00:00+02:00 Copyright (c) 2021 Daniele Bruzzone, Pierpaolo Triani, Marco Dallari, Enrico Bottero, Roberto Farné, Massimiliano Tarozzi Meaning making and re-making processes in the lived experience of illness, fragility and social exclusion 2020-12-21T11:13:43+01:00 Natascia Bobbo 2021-03-31T00:00:00+02:00 Copyright (c) 2021 Natascia Bobbo Meaning-making: a underestimated resource for health? A discussion of the value of meaning-making in the conservation and restoration of health and well-being 2021-01-13T18:25:11+01:00 Birthe Loa Knizek Sissel Alsaker Julia Hagen Gørill Haugan Olga Lehmann Marianne Nilsen Randi Reidunsdatter Wigdis Sæther <p>This article discusses the function, development and maintenance of meaning and the importance of meaning-making from different perspectives, as it is based on a collaboration between professionals from health science and psychology. The aim is to discuss how meaning-making processes can be employed in the health context to enhance individuals’ well-being. Starting point is a description of the common basis of the understanding of meaning-making. Afterwards brief examples from the different professional areas will show how meaning-making can improve health care practice. We will focus on the processual nature of meaning-making, its existential layers, as well as the ways in which meaning-making is at play in everyday activities and limit situations, such as illness or suicidality.</p> 2021-03-31T00:00:00+02:00 Copyright (c) 2021 Birthe Loa Knizek, Sissel Alsaker, Julia Hagen, Gørill Haugan, Olga Lehmann, Marianne Nilsen, Randi Reidunsdatter, Wigdis Sæther Meaning-making and narrative in the illness experience: a phenomenological-existential perspective 2020-11-14T21:20:20+01:00 Daniele Bruzzone <p>The experience of illness raises profound issues concerning the sense or non-sense of human existence as a whole: does life have meaning when it is marked by suffering? And what meaning would it bear, in this case? These questions are asked by both caregivers and recipients of care when they come into contact with limits, pain, and death. In this regard, the existential condition of homo patiens is ambiguous: it can lead either to nihilism and despair or to a higher level of awareness and responsibility. Studies on resilience, post-traumatic growth, and meaning-making processes seem to suggest that in difficult situations the search for meaning comes most clearly to the fore, so that the possibility of finding meaning in life can be a protective factor and a key therapeutic resource, while meaninglessness increases weakness and vulnerability. But what is meant by “meaning” in the illness experience and how may it be integrated into one’s personal life story? This question is answered here in terms of narrative methods that can enhance healthcare practitioners’ capacity to approach their patients with sensitivity and deep understanding and guide them to find meaning in their lives, despite all.</p> 2021-03-31T00:00:00+02:00 Copyright (c) 2021 Daniele Bruzzone Preferred identity as phoenix epiphanies for people immersed in their illness experiences. A qualitative study on autobiographies 2020-11-14T21:52:07+01:00 Natascia Bobbo <p>The illness immersion condition prevents patients from enjoying everything worth living life for. In any case, according to Frank, this condition could represent one of the most insightful experiences towards understanding the meaning of life. Using the metaphor of phoenix (as a symbol of rebirth) taken from May (1991), Frank identified four kinds of embodiments through which the phoenix can reveal itself in a patient after an illness immersion experience: the phoenix that could ever be and the phoenix that might have been; the recurrent and cumulative phoenix and the reluctant phoenix. Based on these considerations, a qualitative study was conducted in order to give voice to the different phoenix embodiments focusing on several autobiographies of patients afflicted with severe or terminal illness. The analysis highlights several similarities that the different phoenixes shared (i.e. the ability to use words and experiential learning skill); however, a deep difference emerged in their worldview which proves able to lead them towards different epiphanies. These evidences reveal that every sick person should be understood, stimulated and accompanied throughout his lived experience of illness by an expressly designed and dedicated care.</p> 2021-03-31T00:00:00+02:00 Copyright (c) 2021 Natascia Bobbo Possible directions of meaning in oncological disease: an experience of liminality, meaning making and existential planning 2020-11-24T13:44:21+01:00 Stefano Benini <p><span lang="en">The oncological disease experience is counted as a wound in the body and mind attributable to a traumatic experience that fragments and disorients the person’s biography. The neoplasia leaves marks and scars in both somatic and existential level. The illness experience suggests to patient to look for meaning that cannot be unheard. The literature associating the concept of liminality in oncological disease to understand the process of meaning making. The definition of new horizons of meaning, generated by crossing the <em>limen</em>, opens up a new self-awareness and worldview. The autopoietic dimension present in oncological disease reveals new scenarios of generativity and existential planning in the direction of self-realization in the cipher of the possible. The contribution presents the story of Anastasia, a 41-years-old nurse. A few months after her new marriage and close to a professional promotion, she receives the diagnosis of cholangiocarcinoma: a very aggressive, low-incidence, neoplasia, without specific therapeutic lines and with a negative prognosis. Anastasia’s words, thoughts and emotions, collected in the course of some testimonies in a university classroom, are analyzed and deciphered within the pedagogical paradigm, refering to the perspective of pedagogical problematicism and phenomenological pedagogy.</span></p> 2021-03-31T00:00:00+02:00 Copyright (c) 2021 Stefano Benini Meaning making as a psychoeducational intervention to sustain families struggling with mental health issues 2020-12-15T10:04:57+01:00 Lucia Zannini Katia Daniele <p>In the psychiatric field, since the first decades of the XX century, some phenomenologically-oriented authors pointed out the importance of gathering patients’ experience of illness and meaning making. In the current literature, a few interventions for people suffering from mental illness and their families/caregivers, aimed at supporting them in making meaning, are available. Yet, also relatives have to confront with the “loss” of mental health in their family, just like patients themselves. Relatives could therefore perceive the need to make meaning through narrating that loss. In this paper, we will report a few narrative-based interventions for relatives of patients suffering from mental health problems. We will conclude with some reflections, guided by phenomenological-existential pedagogy, which considers search for meaning as a fundamental educational practice, when caring for a wounded existence.</p> 2021-03-31T00:00:00+02:00 Copyright (c) 2021 Lucia Zannini, Katia Daniele Educating to prevent youth (aged 16–24) mental distress: giving meaning to an educational effort 2020-12-31T17:08:55+01:00 Maria Benedetta Gambacorti-Passerini <p>The present contribution proposes a reflection on the meanings of the actions of educational professionals when trying to prevent mental distress in their students and promote their well-being. This focus derives from the suggestion — indicated by Basaglia’s work in linking mental health to the existential, educational, social and cultural elements of everyone’s life conditions — that education can offer an important contribution to the development of, and support for, mental wellbeing. It would thus follow that educational professionals play a potentially pivotal role in promoting mental health and in preventing possible disease, if they are aware of the possibilities and are appropriately trained. This paper, based on a phenomenological approach, refers to the words of schoolteachers and other educators collected in a qualitative educational research project and presents and explores possible ways of giving meaning to educational work in these areas.</p> 2021-03-31T00:00:00+02:00 Copyright (c) 2021 Maria Benedetta Gambacorti-Passerini Psychic vulnerability and migratory processes. Some considerations on the sidelines of a research-intervention project 2020-11-24T13:36:43+01:00 Carlo Orefice <p><span lang="en">This article reflects on the value of training of health care professionals (nurses, physiotherapists, professional educators) that find themselves in variously changing and complex settings, and who find themselves interacting with themes, problems and practices related to mental health. Starting from some reflections that emerged with operators involved in a professional training course within a specific research-intervention project (<a class="uri" href=""></a>), the contribution questions how a renewed “pedagogy of care” can help these professionals to better understand the nature and the constitutive factors of the process of signification and re-signification of the experience of psychiatric illness, especially when one comes into contact with subjects involved in forced migratory experiences.</span></p> 2021-03-31T00:00:00+02:00 Copyright (c) 2021 Carlo Orefice Education in and of poverty. Pedagogical research and (re)signification processes 2020-12-14T17:34:20+01:00 Lisa Brambilla Matilde Pozzo Marialisa Rizzo <p><span lang="en">Older and newer forms of vulnerability are manifesting themselves today, denouncing a suffering which is both material and existential, individual and societal. It is particularly evident within urban contexts and amplified by the crumbling of collective belonging and the increasing scarcity of places of participation where responsibility and the commitment to building one’s own personal biography are increasingly delegated to each individual, both materially and symbolically. Two separate pedagogical studies will explore some processes of signification of the experiences connected to new poverty, emphasizing the risks of simplification and normativity identified in some of the current interpretations in the common sense, such as the problematic proximity which these are in danger of sharing with the interpretative premises that shape the same local educational services dedicated to new poverty itself.</span></p> 2021-03-31T00:00:00+02:00 Copyright (c) 2021 Lisa Brambilla, Matilde Pozzo, Marialisa Rizzo M. Giusti, <em>L’identità dei luoghi. Per un’educazione interculturale e antirazzista</em>. Tab Edizioni, Roma, 2020, pp. 164, ISBN 9788831352659 2021-03-11T11:01:48+01:00 Alessandra Augelli 2021-03-31T00:00:00+02:00 Copyright (c) 2021 Alessandra Augelli M. Musaio, <em>Dalla distanza alla relazione. Pedagogia e relazione d’aiuto nell’emergenza</em>, Mimesis Edizioni, Milano-Udine, 2020, pp. 238 2021-03-25T09:33:34+01:00 Paola Cereda 2021-03-31T00:00:00+02:00 Copyright (c) 2021 Paola Cereda