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seems to be coming back. The cultivated and informed adult, who is a part of the globalization systems, knows the cognitive (and metacognitive) strategies which will enable him to possess and control information flows and opportunities for social integration, and has a wide range of literacy, technological and language skills. This adult is taken as a final and therefore also as an initial point of reference for all educational processes, in which success, productivity and competence become absolute musts. In summary, the child is a model for the adult, in some respects, and the adult becomes a model for the child, but is there real reciprocity in this?

The home and the journey – Another contradiction refers to the recurring message to opt for the values reflected by the “home”. Tranquillity, protection, continuity and security, in contrast with the seductive appeal of the “journey”, which evokes exploration, navigation, adventure, and a break with the past. The person is thus sometimes homey and sometimes adventurous. How can one then maintain a productive balance between both models?

The “home” is a symbol of affective life, it is the place where one builds a deep confidence in oneself and in the world. The “journey”, instead, expresses knowledge, the expansion of one’s instruments and concepts, the conquest of one’s investigative and planning autonomy. Concentrating excessively on the first dimension impoverishes the individual, restricts and confines him to reassuring but at the same time limiting horizons. Conversely, focusing excessively on the other dimension implies pure agitation, aimless hyperactivism, a curiosity devoid of all content, an aimless mental and perceptive vagrancy. Consequently, it is absolutely necessary to prepare individuals to embrace adventure and at the same time be loyal to their home. In other words, they must be educated to cope with research and change as well as stability and reflection.

Perhaps simplifying issues and technologies, learning to listen again, removing excessive stimuli and reducing noise should be viewed as necessary steps towards a post-modern educational rehumanization process.

Bodies and minds – We can now glimpse a new form of technical-human subjectivity, which is based on a synthesis between man and machine. It is not confined within the limits of the body, but instead extends to the boundaries of available electronic space. In very succinct terms, some specific concerns have been expressed with regard to the ongoing trends towards hypermentalism and virtualization. While the former refers to the prevailing of replacement and representative experience over real experience, the latter refers to a loss of the sense of limit (respect, conquest, hard work: objectivism), because one absolutely adjusts to the different circumstances (times, ways, languages, interests) demanded by subjectivity.

Applications and perspectives

Let us now look at the broad areas of interest which educational agencies should pursue simultaneously and jointly, in respect of their different vocations, functions and educational languages.

The basic notion common to all such areas is the idea of reaffirming the fundamental educational rights of the human person. The right to reality becomes the red thread.

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