Il fallimento è l’opzione migliore? Una riflessione inattuale sull’insegnare
DOI:
https://doi.org/10.6092/issn.1825-8670/16396Parole chiave:
insegnamento, demotivazione degli insegnanti, Gert Biesta, educazione centrata sulle cose, educazione esistenzialeAbstract
Dopo aver delineato il rinascente interesse per l’insegnamento nella contemporanea teorizzazione pedagogica, l’articolo si impegna in una riflessione sull’insegnare oltre l’egemone learnification e la connessa enfasi sull’idea di efficacia in quanto valore principe. Si introduce, quindi, il tema della demoralizzazione dei docenti, trattato in una chiave filosofico-educativa, dispiegando una prospettiva esistenziale. In questo orizzonte, si focalizza in particolare la nozione di fallimento, intesa come intimamente legata con l’essenza dell’educazione in quanto incontro di esseri liberi e come una possibilità inerente alla dignità dell’insegnare. In conclusione si indicano alcune implicazioni, per la formazione docenti, di tale riconoscimento del ‘significato’ del fallimento.
Riferimenti bibliografici
Adorno, Th. W. (1964), Jargon der Eigentlichkeit. Zur deutschen Ideologie. Frankfurt am Main: Suhrkamp.
Arendt, H. (1958). The Human Condition. Chicago: The University of Chicago Press.
Arendt, H. (2006). Crisis in education. In H. Arendt, Between Past and Future. London: Penguin books.
Bellamy F.-X. (2014). Les déshérités ou l’urgence de trasmettre. Paris: Plon.
Biesta, G. J. J. (2006). Beyond Learning. Democratic Education for Human Future. Boulder: Paradigm Publishers.
Biesta, G. J. J. (2010). Good Education in an Age of Measurement: Ethics, Politics, Democracy. Boulder: Paradigm Publishers.
Biesta, G. J. J. (2014). The Beautiful Risk of Education. Boulder: Paradigm Publishers.
Biesta, G. J. J. (2017). The Rediscovery of Teaching. New York: Routledge.
Biesta, G. J. J. (2021). World-centred Education: A View for the Present. New York: Routledge.
Bingham, C. (2015). Philosophy for Children as a Teaching Movement in an Era of Too Much Learning. Childhood & Philosophy, 11 (22), 223–40.
Bingham, C. (2016). On the Logic of Learning and Relationality. In E. Duarte (ed.), Philosophy of Education 2015 (pp. 183–6). Urbana (IL): Philosophy of Education Society.
Blais, M.-C., Gauchet, M., & Ottavi, D. (2014). Transmettre, apprendre. Paris: Éditions Stock.
Bollnow, O. F. (2014). Existenzphilosophie und Pädagogik. Versuch über unstetige Formen der Erziehung. In O. F. Bollnow, Schriften. Band VIII (pp. 5–129). Würzburg: Kigshausen & Neumann.
Caronia, L. (2022). The Evidence-Based Cargo-Cult and the De-moralization of (Educational) Decision-Making: A Critical Reflection. Paideutika, 18(35), 41–53. https://doi.org/10.57609/paideutika.vi35.2147
Hansen, D. (1995). The Call to Teach. New York and London. Teachers College Press.
Hansen, D. (2001). Exploring the Moral Heart of Teaching. Toward a Teacher’s Creed. New York and London: Teachers College Press.
Heidegger, M. (1992). Die Grundbegriffe der Metaphysik. Welt – Endlichkeit – Einsamkeit (1929/30). Gesamtausgabe 29/30. Frankfurt am-Main: Vittorio Klostermann.
Heidegger, M. (1993). Sein und Zeit. Tübingen: Max Niemayer Verlag.
Higgins, Ch. (2011). The Good Life of Teaching: An Ethics of Professional Practice. Hoboken (NJ): Wiley-Blackwell
Kambouchner, D. (2013) L’École, question philosophique. Paris: Fayard.
Masschelein, J. (2001). The Discourse of the Learning Society and the Loss of Childhood. Journal of Philosophy of Education, 35(1), 1–20. https://doi.org/10.1111/1467-9752.00206
OECD (2005). Teachers Matter: Attracting, Developing and Retaining Effective Teachers. Paris: OECD.
Oliverio, S. (2019). The Question of a Thing-Centred View of Education: Notes on Vlieghe and Zamojski’s Towards an Ontology of Teaching. Studies in Philosophy and Education 39(1), 103–107. https://doi.org/10.1007/s11217-019-09693-w
Oliverio, S. (2022a). The Teachers’ Pascalian Wager. The Reasonable Folly of Education as a Public Good. Revista de Educación, 395, 81–107. https://doi.org/10.4438/1988-592X-RE-2022-395-525
Oliverio, S. (2022b). Italian Philosophy of Education and the End(s) of the Constructivist Koine. Paideutika. Quaderni di formazione e cultura, 35, 145–159. https://doi.org/10.57609/paideutika.vi35.2209
Popkewitz, T. S. (2008). Cosmopolitanism and the Age of School Reform. New York: Routledge.
Ravitch, D. (2010). The Death and Life of the Great American School System. How Testing and Choice are Undermining Education. New York: Basic Books.
Roth, W.-M. (2002). Being and Becoming in the Classroom. Westport (CT) and London: Ablex Publishing.
Roth, W.-M. (2011). Passibility. At the Limits of the Constructivist Metaphor. Dordrecht-Heidelberg-London-New York: Springer.
Sahlberg, P. (2016). The Global Educational Reform Movement and Its Impact on Schooling. In K. Mundy, A. Green, B. Lingard & A. Verger (eds.), The Handbook of Global Education Policy (pp. 128–144). Oxford: Wiley.
Santoro, D. A. (2018). Demoralized: Why Teachers Leave the Profession They Love and How They Can Stay. Cambridge, MA: Harvard Education Press.
Stiegler, B. (2012). La formulation de la nouvelle raison. Sept propositions pour l’école. In D. Kambouchner, Ph. Meirieu & B. Stiegler, L’école, le numerique et la societé qui vient (pp. 179–201). Paris: Éditions Mille et une nuits.
Striano, M., Melacarne, C., & Oliverio, S. (2018). La riflessività in educazione. Prospettive modelli, pratiche. Brescia: Morcelliana – Scholé.
van Manen, M. (2015). Pedagogical Tact: Knowing What to Do When You Don’t Know What to Do. New York and London: Routledge.
Vlieghe, J., & Zamojski, P. (2019). Towards an Ontology of Teaching: Thing-centred Pedagogy, Affirmation and Love for the World. Cham: Springer.
Zamojski, P. (2019). Teaching, Otherness, and the Equalising Thing. Studies in Philosophy and Education 38, 563–568. https://doi.org/10.1007/s11217-019-09670-3
Downloads
Pubblicato
Come citare
Fascicolo
Sezione
Licenza
Copyright (c) 2023 Stefano Oliverio
TQuesto lavoro è fornito con la licenza Creative Commons Attribuzione 4.0 Internazionale.
