Simoni, Cristian (2016) Scelte schermanti e scelte portanti. Sette tesi di filosofia dell'educazione su agenzialitÃ Â e azione fronetico-epimeletica. [Tesi di dottorato]
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The starting questions of my research, concerning anthropological implications in education, are twofold: first, is it possible to rethink education as involving the promotion of inner powers,Â BildungskrÃ¤fte,Â according to a Martinâ€™s Buber expression, in order to let the young person pass from a potentiality to the actuality in his proper humanÂ praxisÂ (in the Aristotelian sense). The other question linked to the former one is the following: can we intercept within todayâ€™s mentality, strongly influenced by economical competition and technical thinking, approaches that block instead of allowing the young generation to transition to better, genuine human conditions? The general thesis that I propose is that if we trespass the boundaries imposed by an education oriented to the societal-economical requests, if we no longer take into educational account the adaptation of the young person to market competition, we will able to reach once again a concept ofÂ BildungÂ deriving primary from the urgency to promote the precultural human powers. These, I have recognized in my research after reading Aristotle, Guardini, Edith Stein and Paul Ricouer, are primarily the intellect, the will, the imagination and the power-to-act. These forces are seen as the sort of basement for the flourishing of human nature and predisposition to a moral education, not only to a professional one. Therefore, responding to the second part of my question-research, I think that the anthropological theoretical framework is indispensable but not the last thing to do: discovering the so called human forces that are manifested in some human actualities as the power to think more complexly, to speak, create and act responsibly implies the connection to the preoccupation whether in our educational actions it is really possible to promote them or not. This is the promotion of what Iâ€™ve defined the â€˜agentialityâ€™ condition of the human being, different form â€˜agentivityâ€™. Is this condition blocked as an electrical shielding paralyses the electromagnetic force? It follows that a philosophy of education with critical intention needs first, in my opinion, to continue researching what is genuinely human in order to distinguish it from the economical, the technical and the societal but secondly needs to analyse whether inside the diverse educational processes these actualizing forces are respected. This double theoretical exertion is really a sort of conceiving educating a person as a transition: from what she can express, humanly speaking, to the real actualization that passes through the unblocking action of the educators. I synthesized this way to conceive the theoretical duty in first discovering the pure human characteristics concerning education and, then, in telling how this is blocked or shielded (in order to be unblocked and unshielded):Â antropocritica, reporting the Italian word that I chose. I try to transliterate it -not to translate yet- in English in: â€˜anthropocriticâ€™. That is: the critic of educational processes, actions, institutional choices through the acknowledgement of the given or not given possibility of flourishing of personal actualization of the young generation. Young people that do not think, speak, create, and act responsibly are considered not actualized, in other terms, blocked or shielded, not in transition from potentiality to actuality. Consequently, to the starting anthropological framework, that is, the ancient discussion over potentially and actuality, I need to add strong arguments against the widespread current cultural perspective. In intercepting what blocks, rather than lets flourish, I can really steer myself towards for example the classical analysis by Horkheimer and Adorno about consumer society, the overwhelming technical mentality exposed by Anders, through the false imaginaries create by mass media as Baudrillard argued, without forgetting, at the end, Chomskyâ€™s lessons about the condition of our free thinking.
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In questo lavoro mi sono occupato di questioni antropologiche ed etiche legate allâ€™azione educativa. I temi piÃ¹ importanti trattati riguardano, generalmente, i presupposti teoretici ed antropologici che una filosofia dellâ€™educazione puÃ² fornire al discorso pedagogico ed alla formazione delle figure educanti, ai fini della loro azione prassica.
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