Una cifra indiscussa del nostro mondo è la reperibilità dei saperi, inaugurata anni fa dalle fonti digitali e potenziata oggi dai programmi di intelligenza artificiale. Resta sensato, in un tale contesto, puntare sull’apprendimento classico, fatto di studio e di ripassi? A questa domanda, l’articolo risponde affermativamente e va oltre: proponendo una distinzione concettuale tra il “sapere a disposizione” ed il “sapere disponibile”, esso interpreta i più recenti sviluppi delle tecnologie come un evento che ha messo a nudo un rinnovato bisogno di conoscenze “acquisite”.
In un tempo nel quale le democrazie vivono una crisi di senso e la libertà viene invocata dalle più parti come diritto del più forte, ci sembra urgente riflettere su alcuni orizzonti formativi della liberazione. La cornice di significazione è la Pedagogia Libertaria (Bocci, Gueli & Puglielli, 2020; Codello, 2005; Spring, 2021; Hooks, 2020; De Simone, 2020). In questo articolo cercheremo di rintracciare nel dialogo incrociato Sarte-Fanon-Dussel-Freire alcune chiavi di lettura per interpretare con sensibilità formativa il presente. Sartre, Fanon, Dussel e Freire rappresentano importanti fonti per la riflessività pedagogica e per la proposta educativa (Smith, 2019). L’impianto epistemologico ha un carattere ermeneutico, le riflessioni degli autori citati vengono interpretate alla luce di una intenzionalità propriamente pedagogica. L’approccio euristico è di tipo qualitativo in quanto si valorizzano le dinamiche relazionali fra questi studiosi e le dinamiche sottese alle istanze del contemporaneo. Il nostro scopo è di offrire un contributo al dibattito pedagogico con l’intento di diafanizzare, almeno in parte, le retoriche politico-scolastiche oggi al centro della discussione sociale.
In un’epoca in cui emerge un attore post-umano del pensare e del conoscere (sequenza variabile), la fenomenologia continua a sostenere criticamente l’orientamento alla “cosa stessa” e a offrire preziosi dispositivi di approccio, osservazione, interpretazione e progetto. Scopo di questo studio è sondare gli sviluppi delle classiche categorie del conoscere e la pratica possibile di una AI versus AIG ampliata nella sua gamma linguistica, dunque epistemica. Estendere e approfondire, nella consapevolezza delle varie linee di attenzione all’Intero, la rilevazione e l’intensità dei campi fenomenici osservati, interpretati e agiti, con particolare riferimento a quelli della ricerca e dell’istruzione. Assistere all’emergere del novum nella proto-coscienza AIG di convergenze che si consolidano e divergenze che si sviluppano estendendo le genealogie linguistiche LLM nella costruzione delle scienze e della prassi pedagogica.
L’articolo intende mostrare come la fenomenologia possa offrire un contributo significativo alla questione dell’autenticità. L’argomentazione si sviluppa in cinque sezioni: la prima introduce il tema; la seconda esamina la prospettiva heideggeriana, evidenziando il ruolo dell’anticipazione della morte nel processo di individuazione; la terza analizza la posizione di Sartre, soffermandosi sul distanziamento dalle aspettative intersoggettive; la quarta approfondisce l’approccio di Stein, che orienta l’analisi verso le possibilità concrete dell’individuo anziché sulle condizioni che ne permettono l’emergere; infine, la quinta delinea una proposta educativa coerente con i risultati raggiunti.
This article aims to show how phenomenology can offer a significant contribution to the question of authenticity. The argument unfolds in five sections: the first introduces the topic; the second examines the Heideggerian perspective, highlighting the role of anticipating death in the process of individuation; the third analyzes Sartre’s position, focusing on the distancing from the intersubjective expectations; the fourth explores Stein’s approach, which directs the analysis toward the individual’s concrete possibilities rather than the conditions enabling their emergence; finally, the fifth outlines an educational proposal consistent with the results achieved.
This study examines the impact of phenomenological teaching approaches on intercultural competence (ICC) among 300-level pre-service teachers in southwestern Nigeria’s colleges of education, a highly culturally diverse region. Traditional lecture-based methods, which prioritize rote learning, often limit the development of skills needed for multicultural classrooms. Drawing on Merleau-Ponty’s phenomenology (emphasizing embodied, reflective, and experiential learning) and Deardorff’s process-oriented model of intercultural competence, this mixed-methods study compares phenomenological (reflective and experiential) approaches with traditional ones. Quantitative surveys (adapted from Fantini, 2009; n=500 students, n=200 staff) showed significantly higher ICC scores in phenomenological classes (overall M=4.20, SD=0.60) compared to traditional classes (M=3.50, SD=0.70; p
This article examines pedagogical tact as a philosophical concept central to contemporary teacher education, arguing for its reinterpretation within an ecological and phenomenological framework. Drawing on the continental tradition from Herbart and Schleiermacher to van Manen, the paper reconstructs pedagogical tact as an embodied, situational, and ethically charged mode of practical knowing that resists procedural codification. Building on Friesen’s reconfiguration of tact through the pedagogical triangle, the analysis moves beyond a purely dyadic understanding of pedagogical relations and foregrounds the mediating role of educational content and environments. Through critical engagement with phenomenology of practice and recent debates in educational philosophy, the article proposes pedagogical tact as an ecological principle of mediation, immanent to lived educational situations. This perspective highlights the relevance of tact for teacher professionalization in contexts shaped by standardization and technocratic rationalities, offering a non-instrumental pathway for reconnecting educational theory, practice, and world-centred responsibility.
This study explores the implementation, (in)effectiveness and challenges of alternative disciplinary strategies in basic schools in Ghana following the Ghana Education Service’s (GES) 2017 ban on corporal punishment. In response to global human rights standards and evidence of the harm caused by physical discipline, the GES introduced a constructive disciplinary toolkit. However, there is limited understanding of how these alternatives are implemented by teachers. Using a qualitative approach grounded in Theory of Planned Behaviour (TPB), data were collected through 18 interviews across basic schools. Findings reveal that teachers use alternatives such as writing lines, cleaning, kneeling or standing. Many educators expressed concerns about the ineffectiveness of these methods due to the lack of immediate impact on students, among other factors. The challenges include decline in students academic performance and motivation and cultural resistance to non-physical discipline. The study highlights the need for teacher training, clear guidelines, and systemic support for effective, non-violent discipline.
The “war” metaphor is widely used to describe the cancer experience, yet it may generate ambivalent emotional and relational effects. This study presents an action-research project, developed with the educators of the Parco archeologico del Colosseo (PArCo), aimed at exploring how the internal orientation (tropos) of war metaphors can be reoriented through embodied and narrative training practices. The project involved 12 professionals (clinicians, educators, and engineers) participating in a laboratory structured into three training modules based on situated experience, reflective writing, and interdisciplinary work. Qualitative analysis of the materials produced (narrative scripts, reflective texts, drawings, and group discussions) led to the identification of 6 categories of pedagogical questions and 3 embodied narrative frameworks used to address waiting, agency, and hope. Results show a change in participants’ ability to recognize the tropos of metaphors used by patients and to modulate clinical communication in a more empathic and generative meaning-oriented way. The study highlights the educational value of metaphor work as a tool for improving oncological practice.
Unlike traditional narratives that follow crime-solution-restoration patterns, environmental crime manifests as pervasive, ongoing, and unresolvable conditions that saturate landscapes and lived experience. This paradigm operates through contaminated spaces and child protagonists who transform from active agents to passive witnesses of systemic harm. This study examines how Simon Stålenhag’s visual narratives challenge conventional crime representation in children’s literature. Through analysis of Things from the Flood (2016), The Electric State (2018), and The Labyrinth (2021), I propose “environmental crime” as a new critical framework for understanding contemporary children’s texts that address systemic harm and environmental crisis. My analysis reveals how Stålenhag’s works position children as witnesses to environmental disasters and institutional failures that exceed individual comprehension or response. The environmental crime framework offers new directions for children’s crime literature studies and eco-critical approaches to children’s texts. This study contributes theoretical insights for understanding how contemporary children’s literature represents systemic crises that exceed traditional resolution patterns. More importantly, the urgency of this framework is underscored by ongoing cases of environmental harm affecting children worldwide.
An undisputed feature of our contemporary world is the availability of knowledge, first ushered in by digital sources and now further enhanced by programs of Artificial Intelligence. In such a context, does it still make sense to invest in classical learning, based on study and revision? This article answers that question in the affirmative—and goes further. By proposing a conceptual distinction between “knowledge at one’s disposal” and “available knowledge,” it interprets the most recent technological developments as an event that has laid bare a renewed need for knowledge that is genuinely “acquired.”
Questo Manifesto è opera del movimento della pedagogia laica, nato l’11 dicembre del 2025 dal seminario di Roma dedicato all’Agenda della pedagogia laica (alla quale il presente lavoro è strettamente collegato). Il movimento si riconosce nella Costituzione italiana e si colloca nel quadro pluralista della comunità pedagogica italiana. La redazione di questo Manifesto è avvenuta attraverso un lavoro collettivo articolato in gruppi e sottogruppi (corrispondenti ad aree tematiche e temi). Il testo riflette il pluralismo delle idee che contraddistingue il movimento, pur nella comune ispirazione laica.
In an era in which a post-human actor of thought and knowledge (variable sequence) is emerging, phenomenology continues to critically support the orientation toward the “thing itself” and to offer valuable tools for approaching, observing, interpreting, and designing. The aim of this study is to explore the developments of the classical categories of knowledge and the possible practice of an AI versus AIG expanded in its linguistic, and therefore epistemic, range. To broaden and deepen, in awareness of the various lines of attention to the Whole, the detection and intensity of the phenomenal fields observed, interpreted, and acted upon, with particular reference to those of research and education. To witness the emergence of the novum in the AIG proto-consciousness of consolidated convergences and developing divergences, extending the LLM linguistic genealogies in the construction of the educational sciences and practice.
This study explores the instructional challenges and adaptive strategies employed by primary science teachers in Bhutan. Using a qualitative phenomenological approach, the research draws on data from semi-structured interviews and classroom observations involving three teachers from government schools. Thematic analysis revealed recurring challenges in teaching abstract scientific concepts, insufficient access to visual and tactile learning materials, and difficulties in differentiating instruction in mixed-ability classrooms. However, the study also highlights significant pedagogical ingenuity, as teachers repurposed locally available materials, employed visual aids and sequencing tasks, and fostered peer collaboration to enhance student engagement and understanding. The findings contribute to the discourse on educational equity and localized curriculum delivery by documenting the lived experiences of teachers working in resource-constrained environments. The study recommends targeted professional development, investment in contextualized teaching aids, and recognition of teacher-led innovations to strengthen science education in Bhutan.
In a time when democracies are experiencing a crisis of meaning and freedom is invoked by many as the right of the strongest, it seems urgent to us to reflect on some horizons of liberation. The framework of meaning is the Libertarian Pedagogy (Bocci, Gueli & Puglielli, 2020; Codello, 2005; Spring, 2021; Hooks, 2020; De Simone, 2020). In this article we will try to find some keys of interpretation for interpreting the present with educational sensitivity in the cross-dialogue between Sarte, Fanon, Dussel and Freire. Sartre, Fanon, Dussel and Freire are important sources for pedagogical reflexivity and educational proposal (Smith, 2019). The epistemological framework has a hermeneutic character, the reflections of the authors cited are interpreted in the light of a properly pedagogical intentionality. The heuristic approach has a qualitative nature in that it highlights the relationship dynamics between these scholars and the underlying dynamics of contemporary demands. Our aim is to propose a contribution to the pedagogical debate with the intention of at least partially illuminate the political-scholastic rhetoric now at the center of social discussion.
This phenomenological study explores teachers’ beliefs about implementing Restorative School Justice (RSJ) in a public school in Bogotá. Through in-depth interviews and analysis of coexistence committee minutes, tensions between restorative ideals and the punitive mentality prevalent in the educational context were identified. The findings show that although teachers recognize the transformative value of RSJ, there is still considerable skepticism about its effectiveness in serious situations, which limits its full adoption. This research highlights the need for a profound cultural shift that transcends the disciplinary vision of justice and promotes a holistic understanding of justice as part of a process of reconciliation and restoration. It is concluded that the widespread adoption of RSJ depends on the recognition and transformation of teachers’ beliefs, highlighting the importance of ongoing training in restorative approaches within the education system.
