Essere accesi per cambiare ilmondo. L’educazione poetica come via per intensificare la presenza nel tempo della grande distrazione
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Date
2024
Authors
Massullo, Chiara
Proietti, Elisabetta
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Department of German, University College Cork
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Abstract
La “grande distrazione”, che proponiamo come categoria pedagogica ed esistenziale, ci sembra rappresentare un rischioso nuovo paradigma dell’oggi: è l’assiduità del distoglimento da sé, il continuo essere spostati altrove, la pervasiva induzione a eludere il qui e ora, il ripiegamento delle più belle energie umane verso la stasi.È allora necessario e urgente chiederci: come si può favorire la presenza piena, nella vita quotidiana e in particolare nei contesti educativi? Nel presente studio, attraverso le riflessioni di autori classici e il pensiero complesso di Edgar Morin, mettiamo in luce come un’educazione poetica (ossia che coltivi e valorizzi la capacità mimesica e la partecipazione estetica alla realtà) consenta un’intensificazione della qualità dell’esserci e dell’essere insieme, e quindi della presenza. Riportiamo infine un esempio di educazione poetica raccontando l’esperienza del progetto educativo “Il sasso nello stagno. In movimento tra parole e storie”, una sperimentazione svolta in alcuni liceiitaliani in cui la lettura espressiva ha costituito la via privilegiata per accendere e aiutare a manifestare la presenza piena degli studenti.
The ‘great distraction’, which we propose as a pedagogical and existential category, seems to represent a dangerous new paradigm of our times: it is the assiduousness of diversion from the self, the continuous being moved elsewhere, the pervasive inducement to evade the here and now, the retreat of the finest human energies towards stasis. It is then necessary and urgent to ask: how can full presence be fostered, in everyday life and particularly in educational contexts? In the present study, through the reflections of classical authors and Edgar Morin's Complex Thought, we highlight how a poetic education (i.e. one that cultivates and enhances the mimetic faculty and aesthetic participation to reality) enables an intensification of the quality of being there and being together, and thus of presence. An example of poetic education is given at the end of the study by recounting the experience of the educational project ‘The Stone in the Pond. In movement between words and stories’, an experiment carried out in a number of Italian high schools in which expressive reading was the main way of encouraging students’ full presence and helping them to manifest it.
The ‘great distraction’, which we propose as a pedagogical and existential category, seems to represent a dangerous new paradigm of our times: it is the assiduousness of diversion from the self, the continuous being moved elsewhere, the pervasive inducement to evade the here and now, the retreat of the finest human energies towards stasis. It is then necessary and urgent to ask: how can full presence be fostered, in everyday life and particularly in educational contexts? In the present study, through the reflections of classical authors and Edgar Morin's Complex Thought, we highlight how a poetic education (i.e. one that cultivates and enhances the mimetic faculty and aesthetic participation to reality) enables an intensification of the quality of being there and being together, and thus of presence. An example of poetic education is given at the end of the study by recounting the experience of the educational project ‘The Stone in the Pond. In movement between words and stories’, an experiment carried out in a number of Italian high schools in which expressive reading was the main way of encouraging students’ full presence and helping them to manifest it.
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Keywords
Great distraction , Poetic education , Relationship , Complexity , Expressive reading
Citation
Massullo, C. and Proietti, E. (2024) 'Essere accesi per cambiare ilmondo. L’educazione poetica come via per intensificare la presenza nel tempo della grande distrazione', Scenario: A Journal for Performative Teaching, Learning, Research, 18(1), pp. 70-84. https://doi.org/10.33178/scenario.18.1.5