La tensione fenomenologica della pedagogia

This essay, which is on the level of a theoretical premise, is part of a more complex work on pedagogical knowledge. It aims at tracing in the philosophical dimension that original level from which not only the various spheres of knowing are based but more generally man’s relationship with others. The expositive structure is the result of a discussion over the years with pedagogist colleagues, in particular with Prof. Nicola Paparella, and represents the attempt to enucleate and bring to light the various threads that interweave the dialectics of philosophy and pedagogy. This theoretical background leads one to consider philosophy as a critical and structural look on pedagogy of which the identity and sense are to be kept, assimilating as its own key stone above all the idea of formation and placing itself, here and now, around the problems of the subject, of the clinic, of epistemology, which it must assume as its vectors. The transposition of certain notions is the acclaimed symptom of applied philosophy and of pedagogic thought in evolution. Some of these words are used in different spheres and quietly interweave with them significant relations, directing the elaboration of theories and the falling into the area of the pedagogical-philosophical boundary. The semantic slide orientates the purpose of educational action, moving from the original field from which it comes, to that of philosophical reflection. And it is precisely in the linguistic area that the field of enquiry can be circumscribed in order to discover that original level at which pedagogic knowledge can be reflected on. In this logical structure philosophical language becomes the reflective symptom of pedagogy: it is the situation of co-feeling between the subjects that comprehension is realized.