Boredom in Educational contexts: a critical review

Tom Feldges; Sonia Pieczenko

doi:10.6092/issn.1825-8670/11035

Autori

Tom Feldges Humboldt-Universität zu Berlin Institut für Erziehungswissenschaften http://orcid.org/0000-0003-2113-326X

Tom Feldges is a research associate at the Institut für Erziehungswissenschaften at the Humboldt Universität in Berlin, Germany. His research interest concerns the methodological possibilities to incorporate phenomenological research methods into empirical, education-relevant life-worlds. He has published on the difficulties to establish a Mind-Brain-Education Agenda, the implications of multisensory perception and passive, embodied experiences and has recently edited a book on Philosophy and the Study of Education with Routledge.
Sonia Pieczenko Humboldt-Universität zu Berlin

Sonia Pieczenko is a research associate at the Institute für Erziehungswissenschaften at the Humboldt Universität in Berlin, Germany and at the Institute for Ethics at the University of Hull, UK. She has co-authored a number of articles in various journals and has contributed a number of chapters to edited collections. Her research interests concern the phenomenology of individual experience in pathological personal circumstances such as dementia.

DOI:

https://doi.org/10.6092/issn.1825-8670/11035

Parole chiave:

Noia educativa, Classificazione, Husserl, Fenomenologia, Neuroscienze

Abstract

Mentre argomentiamo l'ambiguità del concetto di noia, discutiamo di un approccio psicologico, neuroscientifico e fenomenologico alla noia nei contesti educativi. Analizzando queste diverse prospettive con l'aiuto di una tassonomia recentemente sviluppata di quattro diversi tipi di noia, sosteniamo che la classificazione confonde stati antecedenti e conseguenti con la noia effettiva. Sebbene tali classificazioni possano ancora essere utili a scopi pratici, sosteniamo che gli approcci che sono principalmente guidati dallo scopo di controllare ed evitare la noia non consentono una messa in discussione del potenziale ruolo che la noia svolge nell'educazione e non soddisfano l’esigenza di una riflessione critica sugli aspetti tradizionali della relazione educativa.

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La noia nei contesti educativi: una revisione critica

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