Call for Papers Vol. 8, special, June 2024
The interest of philosophy in questions related to education remains high. Indeed, in recent times it has found reason for further strengthening; and not only for the notable development of innovative technologies and diffusion of “technological culture”. The continuous transformation of society (in its political-cultural orientations, in its new working needs, in its changes in value and sensitivity) influences and pushes educational institutions to innovate and adapt. This does not necessarily have positive repercussions in terms of development and improvement of educational models and/or immediate responses in terms of change and improvement of the means and places where education is given.
New problems and needs arise and require a type of research, reflection and action that calls for very different disciplines to work at an interdisciplinary level: pedagogy, philosophy, sociology, psychology, neurology, linguistics, computer science and others. Old and new educational models and educational philosophies are called to rethink their characteristics and foundations, the contribution they can offer today in response to new needs and critical issues.
A vision of the educational function that accentuates the purpose of a professional training of the student and the young person, i.e. the issue of their “job placement” in adulthood, seems to be increasingly gaining ground. We move away from ideas – such as John Dewey and Maria Montessori’s ideas (among others) – which have focused holistically on the education of the child, with attention to encouraging the maturation of their moral and social, civic and cultural, even spiritual or psychological skills.
This issue of Critical Hermeneutics aims to invite scholars to analyze and consider different educational models – old and new models, focused on practical-operational skills and/or critical knowledge and capabilities, and/or the person as a whole etc. – in reference to the innovations, changes, critical issues and new challenges that society and education present today. We want to pay particular attention to new educational philosophies and perspectives that aim to (re)center the education of all individuals across the age span in a holistic and fully human sense.
Aa.Vv., L’educazione umanistica interculturale nelle agenzie educative, ed. by L. Secco, A. Portera, Padova: Cedam 1999.
Baldi, E. Con Montessori e oltre, Roma: Tab edizioni 2021-2023, 3 voll.
Garrison, J. John Dewey’s Philosophy of Education: An Introduction and Recontextualization for Our Times with Stefan Neubert and Kersten Reich, New York: Palgrave Macmillan 2012.
Garrison, J, Hickman, L. Ikeda, D. Living as Learning: John Dewey in the 21st Century, Cambridge (MA): Dialogue Path Press, 2014.
Guilherme A., Lewin D., White M., New Perspectives in Philosophy of Education. Ethics, Politics and Religion, London: Bloomsbury Publishing 2014.
Ikeda, D., The Light of Learning: Selected Writings on Education, Santa Monica (CA): Middleway Press 2021.
Isaacs B., Understanding the Montessori Approach: Early years education in practice, London - New York: Routledge, 2012.
Makiguchi T., Makiguchi Tsunesaburō zenshū [The complete works of Makiguchi Tsunesaburō]. Tokyo: Daisan Bunmeisha, 1981-1996, 10 vols.
Nuñez I., Goulah J., Hope and Joy in Education: Engaging Daisaku Ikeda Across Curriculum and Context, New York: Teachers College Press 2021.
Pesci F., Globalizzazione ed educazione. Per una comprensione pedagogica della crisi contemporanea, Roma: Armando 2014.
Pesci F., Storia delle idee pedagogiche. Milano: Mondadori 2015.
Secco L., La dinamica umana della realtà educativa: dall’educabilità all’educazione, ed. by S. Peretti, Roma: Tab edizioni 2022, 8 vols.
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