Rotation and translation: the meaning of life as a potential educational resource
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2024
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Università di Bologna
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Bermejo Fernández-Nieto, J. (2024). Rotation and translation: The meaning of life as a potential educational resource. Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education, 19(2), 33–44. https://doi.org/10.6092/issn.1970-2221/19400
Abstract
This article sets out to analyse how such a polysemic and subjective concept as the meaning of life can be addressed in educational terms. To do so, it starts from the conceptualisation of the term, framing it in the experiential plane, understanding that this experience develops both internally (rotation) and externally (translation). This is followed by the presentation of two core approaches based on which pedagogical proposals have recently been constructed. The first of these is based on the approach centred on narrative identity in both its classical aspect and its version linked to life history. The second is based on moral development, mainly using dilemmas as a didactic resource. Finally, the article addresses the framing of these considerations within the horizon of current educational philosophy, reflecting on the relevance of the same in the particular framework of its practice.
Questo articolo si propone di analizzare come un concetto polisemico e soggettivo come il senso della vita possa essere affrontato in termini educativi. Per farlo, parte dalla concettualizzazione del termine, inquadrandolo sul piano esperienziale, comprendendo che questa esperienza si sviluppa sia internamente (rotazione) che esternamente (traduzione). Segue la presentazione di due approcci fondamentali sulla base dei quali sono state recentemente costruite proposte pedagogiche. Il primo si basa sull’approccio incentrato sull'identità narrativa, sia nel suo aspetto classico sia nella sua versione legata alla storia della vita. Il secondo si basa sullo sviluppo morale, principalmente attraverso l’uso dei dilemmi come risorsa didattica. Infine, l’articolo affronta l'inquadramento di queste considerazioni nell’orizzonte dell’attuale filosofia educativa, riflettendo sulla rilevanza delle stesse nel quadro particolare della sua pratica.
Questo articolo si propone di analizzare come un concetto polisemico e soggettivo come il senso della vita possa essere affrontato in termini educativi. Per farlo, parte dalla concettualizzazione del termine, inquadrandolo sul piano esperienziale, comprendendo che questa esperienza si sviluppa sia internamente (rotazione) che esternamente (traduzione). Segue la presentazione di due approcci fondamentali sulla base dei quali sono state recentemente costruite proposte pedagogiche. Il primo si basa sull’approccio incentrato sull'identità narrativa, sia nel suo aspetto classico sia nella sua versione legata alla storia della vita. Il secondo si basa sullo sviluppo morale, principalmente attraverso l’uso dei dilemmi come risorsa didattica. Infine, l’articolo affronta l'inquadramento di queste considerazioni nell’orizzonte dell’attuale filosofia educativa, riflettendo sulla rilevanza delle stesse nel quadro particolare della sua pratica.
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