Over the last three decades, Italian pedagogical debate has been framed by two related questions. On the one hand, scholars from different perspectives have focused their attention on defining three grounding concepts of pedagogy: formation, education and instruction. On the other hand, there has been the attempt to pin down the founding features of such an educational/formation process. In this paper, that is clearly located in the space opened by such writings, I seeks to engage with two features of the educational process, that is, the «self-transcendence» of the process of formation of human beings and the «astonishing relational possibilities» one may realize when immersed in such a process of education. I make my point by interlacing Heidegger with Arendt. It is my hope that such an analysis may open up the educational process to new and enexpected possibilities.

Transcending, Human Disclosure and the Not-Yet. Reading the Educational Process through Heidegger and Arendt

Vasco d'Agnese
2019

Abstract

Over the last three decades, Italian pedagogical debate has been framed by two related questions. On the one hand, scholars from different perspectives have focused their attention on defining three grounding concepts of pedagogy: formation, education and instruction. On the other hand, there has been the attempt to pin down the founding features of such an educational/formation process. In this paper, that is clearly located in the space opened by such writings, I seeks to engage with two features of the educational process, that is, the «self-transcendence» of the process of formation of human beings and the «astonishing relational possibilities» one may realize when immersed in such a process of education. I make my point by interlacing Heidegger with Arendt. It is my hope that such an analysis may open up the educational process to new and enexpected possibilities.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11591/414541
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