Geometria della relazione. Riflessione pedagogica sull’incorporazione a partire dal tatto
DOI:
https://doi.org/10.6092/issn.1825-8670/15311Parole chiave:
incorporazione, pedagogia estetica, percezione, tatto, corpo-menteAbstract
L’articolo intende proporre una riflessione sulla relazione tra pedagogia e corpo a partire dal senso del tatto. Dalla critica alla divisione cartesiana tra mente e corpo, che determina una predominanza del mentale sul corporeo, viene articolato attorno al processo di incorporazione un percorso di analisi e di superamento di tale dualismo. Quindi, è ricostruita la storia del “tatto pedagogico”, costrutto polisemico che da un significato originariamente somatico-estetico è passato ad indicare una modalità di relazione interpersonale, mettendo da parte il ruolo della corporeità. In conclusione, si sostiene che dalla considerazione del tatto come momento estetico sia possibile innovare teorie e pratiche pedagogiche in direzione di una più completa considerazione della corporeità.
Riferimenti bibliografici
Aartun, I., Walseth, K., Standal, Ǿ.F., & Kirk, D. (2022). Pedagogies of embodiment in physical education: a literature review. Sport, Education and Society, 27(1), 1-13. https://doi.org/10.1080/13573322.2020.1821182
Aristotele (2001). L’anima. Milano: Bompiani.
Awad, S., Vialle, W., & Ziegler, A. (2020). Moving from sandwich to human body: introducing the concept of embodiment to the field of gifted education. Journal for the Education of Gifted Young Scientists, 8(4), 1523-1533. http://dx.doi.org/10.17478/jegys.834496
Badiou, A. (2012). L’aventure de la philosophie française: Depuis les années 1960. Paris: La fabrique éditions.
Balduzzi, L. (Ed.) (2002). Voci del corpo. Prospettive pedagogiche e didattiche. Firenze: La Nuova Italia.
Bertolini, P. (2001). Pedagogia fenomenologica. Genesi, sviluppo, orizzonti. Firenze: La Nuova Italia.
Bourdieu, P. (2016). Il senso pratico. Roma: Armando Editore. (Opera originale pubblicata nel 1980).
Brown, S.D., Cromby, J., Harper, D.J., Johnson, K., & Reavey, P. (2011). Researching “experience”: Embodiment, methodology, process. Theory & Psychology, 21(4), 493-515. https://doi.org/10.1177/0959354310377543
Burkitt, I. (1999). Bodies of thought: Embodiment, identity and modernity. London, UK: Sage.
Crang, M. (2003). Qualitative methods: touchy, feely, look-see? Progress in Human Geography, 27(4), 494-504. https://doi.org/10.1191/0309132503ph445pr
Csordas, T. (1990). Embodiment as a Paradigm for Anthropology, Ethos, 18, 5-47.
Cuenca, A. (2010). Care, thoughtfulness, and tact: A conceptual framework for university supervisors. Teaching Education, 21(3), 263-278. https://doi.org/10.1080/10476210903505807
De Certeau, M. (2012). L’invenzione del quotidiano. Roma: Edizioni Lavoro. (Opera originale pubblicata nel 1980).
Dekker, J.J.H., & Wichgers, I.J.M. (2018). The embodiment of teaching the regulation of emotions in early modern Europe, Paedagogica Historica, 54 (1-2), 48-65. https://doi.org/10.1080/00309230.2017.1397713
Descartes, R., (2000). Meditazioni Metafisiche. Roma-Bari: Laterza.
Ellsworth, E. (2005). Places of learning: Media architecture pedagogy. New York: Routledge Falmer.
English, A.R. (2013). Discontinuity in learning. Dewey, Herbart and education as transformation. Cambridge: Cambridge University Press.
Francesconi, D. & Tarozzi, M. (2012). Embodied education: a convergence of phenomenological pedagogy and embodiment. Studia Phaenomenologica, 12, 263-288.
Friesen, N. (2018). Embodying Tact in Teaching: Ineluctable Ambivalence, Sensitivity, and Reserve, Philosophy of Education Archive, 1, 301-309.
Gleason, M. (2018), Metaphor, materiality, and method: the central role of embodiment in the history of education. Paedagogica Historica, 54 (1-2), 4-19. https://doi.org/10.1080/00309230.2017.1355328
Heyd, D. (1995). Tact: Sense, sensitivity, and virtue, Inquiry, 38(3), 217-231.
Ingold, T., & Vergunst, J. L. (Eds.) (2008). Ways of Walking. Ethnography and Practice on Foot. Aldershot: Ashgate Publishing Limited.
Ingold, T. (2011). Being Alive: Essays on Movement, Knowledge and Description. London: Routledge.
Ingold, T. (2016). Ecologia della cultura. Sesto San Giovanni: Meltemi.
Ingold, T. (2019). Antropologia come educazione (L. Donat, Trans.). Bologna: La linea.
Ingold, T. (2020). Siamo linee. Per una ecologia delle relazioni sociali. Roma: Treccani.
Jackson, M. (1996). Introduction: Phenomenology, Radical Empiricism, and Anthropological Critique. In M. Jackson (ed.), Things as They Are: New Directions in Phenomenological Anthropology (pp.1-50). Bloomington: Indiana University Press.
Juuso, H., & Laine, T. (2006). Tact and Atmosphere. Analitic Teaching, 25(1), 1-17.
Kirk, D. (1998). Schooling Bodies: school Practice and Public Discourse 1880-1950. London: Leincester University Press.
Korsgaard, M.T. (2021). Pædagogisk takt. Handling, eksemplaritet og dømmekraft. Dansk pædagogisk tidsskrift, 2. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42145
Lee, C.T. (2014). Haptic Experience in the Writings of Georges Bataille, Maurice Blanchot and Michel Serres. Bern: Peter Lang.
Loftus, S. & Kinsella, E.A. (Eds.) (2021). Embodiment and professional education: Body, practice, pedagogy. Singapore: Springer.
Masschelein, J. (2010). E-ducating the gaze: The idea of a poor pedagogy. Ethics and Education, 5(1), 43-53. https://doi.org/10.1080/17449641003590621
Merleau-Ponty, M. (1945). Phénoménologie de la perception. Paris: Gallimard.
Montagu, A. (1986). Touching. The human significance of skin. New York: Harper & Row.
Muth, J. (1967). Pädagogischer Takt. Monographie einer aktuellen Form erzieherischen und didaktischen Handelns.Wiebelsheim: Quelle & Meyer.
Nguyen, D.J., & Larson, J.B. (2015). Don’t Forget About the Body: Exploring the Curricular Possibilities of Embodied Pedagogy. Innovative Higher Education, 40, 331-44.
Niedenthal, P.M., Barsalou, L.W., Winkielman, P., Krauth-Gruber, S., & Ric, F. (2005). Embodiment in attitudes, social perception, and emotion. Personality and social psychology review: an official journal of the Society for Personality and Social Psychology, Inc, 9(3), 184-211. https://doi.org/10.1207/s15327957pspr0903_1
O'Loughlin, M. (2006). Embodiment and education: Exploring creatural existence. Dordrecht: Springer.
Osborne, K. (2008). Education and Schooling: A Relationship that Should Never Be Taken for Granted. In D. Coulter, & J.R. (Eds.), WiensWhy Do We Educate? Renewing the Conversation (pp. 21-41). Boston, MA: Blackwell.
Perullo, N. (2020). Estetica ecologica. Percepire saggio, vivere corrispondente. Milano: Mimesis.
Pettoello, R. (1988). Introduzione a Herbart. Roma–Bari: Laterza.
Prairat, E. (2017). Éduquer avec tact. Paris: ESF.
Prairat, E. (2019). Propos sur l’enseignement. Paris: PUF.
Rathunde, K. (2009). Nature and Embodied Education. The Journal of Developmental Processes, 4,(1), 70-80.
Reik, T. (1999). Surprise and the pychoanalyst. On the Conjecture and Comprehension of Unconscious Processes, London: Routledge.
Serres, M. (2008). The Five Senses. A Philosophy of Mingled Bodies. London: Continuum.
Stolz, S.A. (Ed.) (2021). The Body, Embodiment, and Education: An Interdisciplinary Approach. London: Routledge. https://doi.org/10.4324/9781003142010
Todd, S. (2021). Education, Contact and the Vitality of Touch: Membranes, Morphologies, Movements. Studies in Philosophy and Education, 40(3), 249-260. https://doi.org/10.1007/s11217-021-09765-w
Van Manen, M. (1991). The tact of teaching: The meaning of pedagogical thoughtfulness. New York: State University of New York Press.
Van Manen, M. (2013). The Call of Pedagogy as the Call of Contact. Phenomenology & Practice, 6(2), 8-34. https://doi.org/10.29173/pandpr19859
Van Manen, M. (2016). Pedagogical tact: Knowing what to do when you don’t know what to do. London: Routledge.
Vlieghe, J., Masschelein, J., Simons, M., (2012). Corporeal experience and equality. A new approach to the educational significance of the body. Zeitschrift für Pädagogik; 58(3), 371-388. https://doi.org/10.25656/01:10511
Volpicelli, I. (2003). Herbart e i suoi epigoni. Genesi e sviluppo di una filosofia dell’educazione. Torino: UTET.
Wilcox, H.N. (2009). Embodied Ways of Knowing, Pedagogies, and Social Justice: Inclusive Science and Beyond. National Women’s Studies Association Journal, 21(2), 104-120.
Woodyer, T. (2008). The Body as Research Tool: Embodied Practice and Children's Geographies. Children's Geographies, 6(4), 349-362. https://doi.org/10.1080/14733280802338056
Pubblicato
Come citare
Fascicolo
Sezione
Licenza
Copyright (c) 2022 Antonio Donato, Federico Rovea
Questo lavoro è fornito con la licenza Creative Commons Attribuzione 4.0 Internazionale.
