Critical Hermeneutics

PHILOSOPHY & PRACTICE OF HUMAN EDUCATION

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Philosophy & Practice of Human Education (cover)

Editors' Introduction

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The dialogue and discussion between philosophy and education has a long and varied history, both in terms of intra- and interdisciplinary research. This dialogue and discussion has found cause for further strengthening in recent times; 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...

Editoriale

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Il dialogo e il confronto tra filosofia ed educazione ha una storia lunga e articolata, tanto in termini di ricerca intradisciplinare quanto in termini di ricerca interdisciplinare. Questo dialogo e confronto ha trovato negli ultimi tempi motivo di ulteriore rafforzamento; e non solo per il dibattito suscitato in conseguenza al notevole sviluppo di tecnologie innovative e la diffusione della “cultura tecnologica”. La trasformazione continua della società (nei suoi orientamenti politico-culturali, nelle sue nuove esigenze pratico-lavorative, nei suoi mutamenti in valori e sensibilità) influenza e spinge le istituzioni educative ad innovare e adattarsi....

The Montessori Pedagogy for the Evolution of the Human Being

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In this paper I have tried to highlight how, from the outset, the Montessorian pedagogy is not so much an alternative way of teaching, as a scientifically elaborated instrument to re-establish the physiological balance of the person in order to develop inner human qualities and abilities from the very beginning of existence. We can regard her pedagogy as the foundation for a new humanism, aimed at the evolution of mankind. I was inspired by this pedagogy in the training work I conducted in Cameroon, Armenia, Bosnia and Rwanda, after discovering the Montessori method at the Tibetan Children’s Village in Dharamsala, the shelter for refugee minors in India, conceived and wanted by the Dalai Lama, Nobel Peace Prize in 1989.

On Personal Emancipation between Hermeneutics and Pragmatism

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Pedagogy today seems to be increasingly reduced to the bare question of its techniques and the pedagogical task to the objective of the development of concrete skills and competences, in response to the determined needs of the market and society. It is because of the configuration of such a framework that the return to the reading of Antonio Banfi’s reflections on the philosophy of education and pedagogy seems to convey a character of topicality and opportunity. This essay attempts to update Banfi’s conception by placing it in dialectic with hermeneutics and pragmatism according to a theoretical line that on the one hand focuses on the mediative function of critical hermeneutics, and on the other brings the question of the person back to the centre.

Education as an Itinerary in the Light of Meaning

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The article intends to provide a reflection on education understood as an itinerary in light of the discovery of the uniqueness of one’s existence and as an opportunity to humanize society and the portion of the world with which one comes into contact. Education is an experience of flourishing in the good and the true, as well as a challenge against the forces of withdrawal into oneself. The good educator will therefore be able to accompany and illuminate the telos towards which to strive starting from the condition in which the educating person finds himself, in full self-empowerment. The perspective of ars is favoured over those of théchne, of which some declinations will be attempted in terms of ars desiderandi, ars curandi and ars philosophandi, to underline the key value of philosophy in the orbit of knowledge that deals with education.

Forms of Methodological Technicality in the School, and Global Citizenship

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Bureaucracy in the school today is a constant reality. Can be this condition suitable to promote both a correct development of morality, humanity and agency, and a social process of enlargement of the psychological sense of belonging to bigger identities, such as the political project of Europe and the identity of the whole human kind itself?

Who Is Not Afraid of Philosophy

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In the context of the philosophical contribution to reflection on its teaching, the meeting of the Groupe de Recherche sur l'Enseignement Philosophique (GREPH) represents a still under-explored stimulus to undertake a contemporary reflection on philosophical teaching. The group's investigation leads to a recognition of a new pedagogical value bestowed on philosophy: that of a progressive educational experience, dialogically mediated and immersed in the physical and drive reality of the individual. In analysing the collective text, three themes will be observed on which the group's critique of the system of thought underlying their contemporary philosophical teaching is structured: the myth of the maturity prescribed for philosophy, the body as subject and negated agent in the pedagogical relationship, and language.

Filmmaking in School as an Educational, Inclusive and Emancipatory Resource in 1960s-1970s Italy

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This article explores the value of filmmaking for holistic education. It begins with a brief, inexhaustive summary of how an increasingly “technological” culture has been (and still is) influencing Western educational practices. Framed through a historical-pedagogical perspective, three case studies are offered that relate to Italian experiences in the 1960s and 70s, each pioneering in its peculiarities: 1) the Centro Studi Cinematografici (Cinematographic Studies Center) in schools of all grades; 2) the Mount Olimpino Cooperative's research cinema with children from special schools and differential classes; and 3) an integrated three-year proposal by Ulisse Adorni with Giovanni Martinelli in one of Parma's elementary schools. Data include archival material, unpublished documentation, and interviews to advocate the high educational value of filmmaking in preventing and counteracting youth educational deprivation and adult pedagogical poverty.

The Educational Value of Dwelling

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This article constitutes a theoretical reflection from an educational perspective that places emphasis on the notion of inhabiting in the present technological society. The discussion is based on John Dewey's pragmatism, particularly on the idea of technology resulting from the fundamental tenets of his conception of experience and aesthetics. A key element is the notion of habit, through which we manage our relationship with reality or inhabit it. Starting from an examination of technology in relation to the Deweyan notion of experience, the discussion moves towards the importance of the aesthetic dimension to come, finally, to some considerations on the meaning of habits in education and human existence.

The Inner Realm of Life in Ikeda Daisaku’s Philosophy and Practice of Human Education

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This article examines Ikeda Daisaku’s perspectives on the inner realm of life in his philosophy and practice of ningen kyōiku, or human education. Also rendered incompletely as “heart” or “spirit” in English translations of Ikeda’s works, the inner realm of life pervades Ikeda’s corpus and is central to his view that external change in the world and society happens only through profound internal change in the individual. Through analyses of the original Japanese and English translations of Ikeda’s works, this article examines how Ikeda articulates the nature and cultivation of the inner realm of life in general and relative to human education, and explicates important denotative aspects of that Japanese that warrant attention as we consider Ikeda’s perspectives (in translation) relative to the meaning and role of spirituality and religiosity in education today, as well as to the constituent elements of human education.

Orientation as a Compass for Life

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Permanent orientation assumes a central role in the whole course of human existence. It is the goal to which the whole of society should strive: orient to be oriented. In this paper, critical issues arising from the atavistic problem of confusing the ends and means of education are highlighted. Through the investigation of some distortions concerning the educational system, the inability in the resolution of school dropout and inequality is revealed. The problem of orientation as a mere means of information close to moments of transition, together with the misrepresentation of orientation in the economy and the labor market, reveals the importance of orientation as a lifelong educational process. The fundamental role of teachers/orientators emerges in the analysis of some of the European and Italian policies and regulations on orientation. Finally, the role of pedagogues as apex figures in education and as a driving force for social and human progress globally is highlighted.

Hermeneutics

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The relationship between philosophy, hermeneutics and pedagogy can be investigated from two main perspectives: the first, according to a historical-epistemological framework of passages and contaminations at a theoretical level between the hermeneutic element and pedagogical reflection, thus remaining within the philosophy of education. The second perspective is instead a heuristic reading of the relationship between the disciplines, which envisages reading how hermeneutics, especially in its declination known in the literature as "hermeneutic pedagogy", not only reflects on the foundations of this intersection, but also poses itself as a tool for research and action. Thus hermeneutic pedagogy is not only a philosophy of education, but also a 'science' of education. This contribution intends to investigate both perspectives by reporting and commenting on some of the main interpretations advanced in Italy at an academic level. This study is presented as a critical and guided review of some texts by Italian authors who have found in the relationship between hermeneutics and pedagogy their field of interest and research.

Education and Critical Thinking as Critical Behaviour

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In this paper, following Rahel Jaeggi’s critique of forms of life, I contend that to identify genuine critical thinking we should start from an analysis of the normative nature of forms of life as the basic constituents of the social world. In this view, critical thinking can be seen as a critical behaviour. While genuine forms of life can recognize and consider the variety of concrete and diverse situations, on the contrary non-functioning forms of life’s critical rationality understands the norm as applied from outside of the form of life. In this case the norm, erroneously understood as a neutral and universally applicable principle, such as economic rationality, is not able to consider the particularity of forms of life as goods in themselves. I defend the meaning that an education in critical thinking must have, as a genuine and functional rationality characterising human beings in a social world.

From Civilization and Its Discontents to the Eclipse of Moral Consciousness

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This article aims to convey the importance of philosophical reflection for understanding today’s cultural, social and ethical context, whose crisis is lucidly highlighted by Freud’s Civilisation and its Discontents. What kind of culture expresses a civilisation that is based on the repression of individuals’ instincts and what kind of influence does it exert on the formation of their conscience? And secondly: what really is conscience and, in particular, moral conscience? After indicating in the interpretation of today’s cultural, ethical and social crisis, as offered by the Frankfurt School, in particular with reference to Horkheimer’s The Eclipse of Reason, the most relevant interpretation of the causes and motives of today’s crisis, the essay sets out to highlight the reasons why it becomes increasingly necessary, for an adequate formation of young people, to develop a through education in philosophical reflection.

Education for a New Global Civilization

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Grounded in Daisaku Ikeda’s philosophy of ningen kyōiku, or human education, alongside his lifelong commitment to fostering a society serving the essential needs of education, this article interrogates his annual commemorative proposals in light of current European political and pedagogical trends. The aim is to elucidate Ikeda’s vision of a new global civilization, and clarify the role of education in achieving this vision. Ikeda’s distinctive approach is characterized by a focus on inner change as the catalyst for societal, gradualist, non-violent change. Throughout the four decades during which Ikeda submitted his proposals (1983-2022), Ikeda articulated a coherent framework geared towards supporting the development of a pluralistic and peaceful society, based on reverence for the inherent dignity of life, in which individuals can thrive and dialogic relationships are cultivated across linguistic, cultural, and national boundaries. Intertextual discourse unfolding through Ikeda’s proposals brings together pressing geopolitical and social issues, recent and ancient philosophical and literary stimuli, nuclear weapons and the environmental crisis, and introduces concepts from the Mahayana Buddhist tradition, often articulated as concrete educational proposals and practices. This article retraces key concepts and arguments as leads for a dialogic reflection on what scholars, researchers, and practitioners of education can do to bring society “from a culture of war characterized by conflict and confrontation, to a culture of peace based on cooperation and creative coexistence”. After examining Ikeda’s critique of modern civilization with specific attention to implications for education, the article presents open questions and interim conclusions, considered in terms of the different facets of curriculum. In light of the cogency, timeliness, and relevance of Ikeda’s proposals, the article invites further research and suggests to include Ikeda’s proposals in higher education curricula pertaining to pedagogy, political science, sociology, geography, history, and philosophy.

Education and Thought

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The creative osmosis of education and thought, structured in the hermeneutic plot of the “Truth of Being”, according to the structure of the dialoguing relationship, leads to the authenticity of the educational relationship, which does not appear authentic simply because it happens. However, only it happens if its vital context resides in free consciousness.

Existential Analysis and Mimesis Theory

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The contemporary world appears to be characterized not only by the ongoing political tensions and the consequences of the pandemic, but also by two concomitant phenomena: the fourth industrial revolution (Schwab) and the “liquidity” of advanced societies (Bauman). In this scenario, current educational theories, which derive from twentieth-century thought, are in continuous need of new ideas and updates. This article considers some of René Girard's themes as relevant for a theory of education. The problems of our time lead to a new consideration of the fragility of human life in an era of great, technological achievements that put the stability of social life at risk, destroy millions of jobs and impose continuous changes in life for many people – especially young people. Girard’s theory, integrated with Frankl’s existential analysis, can help to consider these aspects of our time from a pedagogical perspective.

New Educational Philosophies and Perspectives

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The ongoing transformation of society influences and pushes educational institutions to innovate and adapt. This does not necessarily have positive repercussions on the improvement of educational models. New problems and needs arise that require a new type of research, reflection and action. The idea behind my contribution is anchored in decades of experience. This is exactly what I will try to explain without periphrasis: philosophy (and not just the philosophy of education) is no longer interesting today because it seems neither understandable nor useful. Among the various scholars interested in a new perspective, Ikeda creates a truly new, but exquisitely genuine approach. This approach starts from wonder, not from theory, from amazement, from emotion, from everything that is located in the person and it does not need to be translated into a distorting language.

Notes for a Hermeneutics of the Body

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Every human body is characterized by many signs, marks, features, that make it unique and form it like a text. In order to interpret this peculiar writing it’s helpful to resort to hermeneutical view, very useful to go beyond the appearance and to deeply understand the person and his/her past life. Reading of physical text cannot exclude the context; moreover, it is to prefer the hermeneutical instead of the epistemological view. Skill in reading other people’s body is very useful in educative professions.

Poetics of Waiting

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This article consists of three parts, excluding the Introduction and the Conclusion. The first part “What is it ‘to wait’?” is a lexicographical study on the word ‘waiting’, in various Indo-European languages. This lexicographical adventure that passes through some dense foliage will not only clarify the different connotations in the phenomenon of waiting, but will also lead us to the second part of the paper – “Waiting and Time Consciousness”. Here, the art of waiting is examined through the looking glass of Time as understood by the philosophers Henri Bergson, Edmund Husserl, Hannah Arendt, and Martin Heidegger. The questions of how we wait and why we wait are addressed in this section. The third part looks at the presence-absence of the waiting spirit in the post-truth era that we are living in. Titled, “We, the Hollow People”, this section highlights what happens to us when we forget to wait, forget to stand and gaze. The Concluding part “Waiting for God Who Awaits Us” speaks of Christians as “waiters”, waiting with and for God, the other, and also on oneself, not on lofty mountain peaks, but right down on the “bathroom floor”.

Critical Theory and Psychoanalysis

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Amy Allen, a prominent figure in feminist philosophy and the fourth generation of critical theory, has made significant contributions to the intersection of critical theory, feminism, and psychoanalysis. This article-interview delves into her extensive body of work spanning over two decades, emphasizing her recent efforts to integrate psychoanalytic methodology into critical theory. As a professor at Pennsylvania State University, Allen's scholarship navigates the complexities of feminist thought and social critique, aiming to reconcile disparate perspectives within these fields. Through this interview, Allen revisits key themes from her previous works while elucidating the implications of her recent research, shedding light on the symbiotic relationship between psychoanalysis and critical theory in understanding power dynamics, autonomy, and gender in contemporary society.

Cognitive Rehabilitation Integrated with Motor Rehabilitation in Oncological People

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Usual anticancer therapies may result in cancer-related cognitive impairment, or worsen it if the patient is already affected. Cognitive rehabilitation is the most effective way of dealing with cognitive impairment, especially together with motor rehabilitation. A patient-centred care approach will give even better results. Neuropsychological rehabilitation starts after an evaluation of the patient’s cognitive, psychological and behavioural function levels by a psychologist. In this context, mindfulness, yoga and meditation can be helpful supporting activities. The process is completed by motor rehabilitation, according to the biopsychosocial pattern, which is based on the interaction of biological, psychological and socio-cultural factors. For instance, the execution of motor exercise creates new sinaptic connections, strengthening brain functions.

Contents / Indice

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Contents