The theme of freedom in educational reflection has undergone alternating and contradictory phases. This has led to the development of a complex semantic framework, the emergence of dualisms, and a concurrent effort to harmonize seemingly incompatible categories (such as freedom/authority, for instance). With the advent of the school (and pedagogy), the notion of freedom began to take on meanings that were, in many respects, unique. Over time, these meanings were prone to radicalization in reproductive and retrospective theories and practices, ultimately severing the essential bond between freedom and thought. Based on these premises, this contribution contemplates the potential avenues to reclaim this connection in everyday life and in the school setting, where the ability to experience freedom hinges on the capacity to productively exercise thought.
La libertà per essere fra ricerca educativa e prassi scolastiche
Elsa Maria Bruni
2024-01-01
Abstract
The theme of freedom in educational reflection has undergone alternating and contradictory phases. This has led to the development of a complex semantic framework, the emergence of dualisms, and a concurrent effort to harmonize seemingly incompatible categories (such as freedom/authority, for instance). With the advent of the school (and pedagogy), the notion of freedom began to take on meanings that were, in many respects, unique. Over time, these meanings were prone to radicalization in reproductive and retrospective theories and practices, ultimately severing the essential bond between freedom and thought. Based on these premises, this contribution contemplates the potential avenues to reclaim this connection in everyday life and in the school setting, where the ability to experience freedom hinges on the capacity to productively exercise thought.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
